- há 4 horas
The correlation between social class and school performance is a major issue across the world. This miniseries is an attempt to go beyond ideological approaches of the problem. It is a pragmatic, scientific, and international exploration of education techniques. Two thirds of students will hold jobs that have not been invented yet and 47% of current jobs are expected to be replaced by machines.
Categoria
📚
AprendizadoTranscrição
00:10Você nunca disse nada?
00:12Não.
00:13Sim.
00:15Obrigado aos desenvolvimentos fascinantes em imaginação do cérebro desde os anos 2000,
00:20a ciência do cérebro está crescendo.
00:22Nós fizemos grandes desafios para entender como funciona o cérebro.
00:27E essa ciência está fazendo uma entrada do cérebro no campo de educação.
00:34Especiales estão criando a nova disciplina de neuroeducação.
00:38Eles envisagam uma nova abordagem para ensinar,
00:41baseada na ciência,
00:42e são libertados de ideológica ou intuitiva.
00:47O que é muito novo é a emergência de tecnologias que podem explorar o cérebro em vivo.
00:55Em outras palavras, através do cérebro,
00:56enquanto a criança, estudante ou adulta,
00:59é engajada em uma tarefa cognitiva.
01:02Eu acho que fundamental brain science,
01:04o que nós chamamos de neurociência e cognitiva em geral,
01:08deve ser útil para revolucioná-se a escola de hoje ou de amanhã.
01:16Hoje, o cérebro, nosso órgão de aprendizagem,
01:19é ensinado em um pouco menos de mistério.
01:22O cérebro imágenes revelou-se uma incrível plástica.
01:25O cérebro de neurônios,
01:27conectados com os outros de sinapses,
01:29undergoam permanente reorganização
01:31dependendo sobre o que está aprendendo
01:33e o que está experimentando.
01:35E, contrário a o que foi acreditado por um tempo,
01:38a produção de neurônios não stoppa em adultos.
01:41É continuada por toda a vida.
01:45O cérebro, é, porém,
01:46um impacto em plástica que acontece em primeiros anos de vida.
01:51Entre os anos de zero e seis,
01:54há grande plástica,
01:55com uma over-produção de sinapses
01:58e uma eliminação de sinapses em cérebro
02:00em um pouco de risco.
02:01Um milho de sinapses em segundo,
02:03mudando dentro do cérebro.
02:05E essa plástica é a base de aprendizagem.
02:09Nós somos aprendizagens de aprendizagem.
02:12Em primeir 18 meses ou so,
02:14crianças aprendem a falar,
02:16e ninguém te ensina como fazer isso.
02:18Você não pode.
02:19É muito complicado.
02:20Você não set a criança
02:22ao age de 18 meses e dizer,
02:24nós precisamos falar.
02:25Ou, mais particularmente,
02:26você faz.
02:27E isso é como isso vai funcionar.
02:29Eles absorbram isso através do seu corpo.
02:34Certains neurônios,
02:34os nossos cérebros,
02:35os nossos cérebros,
02:37os nossos cérebros,
02:37os nossos cérebros,
02:38são realmente,
02:38que são programadas genéticamente
02:40desde a partir do início,
02:41a causa de milhões de anos
02:42de evolução humana.
02:44Outras,
02:45outras outras áreas,
02:46como a ler,
02:47que parecem muito mais recentemente,
02:49são mais difícil de comprovar.
02:51A pequena piche.
02:55Então,
02:56os cientistas de hoje experimentam
02:58com software educacional
02:59para tentar melhorar o processo
03:01de ler.
03:02para ler.
03:04Cognitive Science
03:05está entrando
03:05classrooms
03:06onde está gerando
03:08tanto entusiasmo
03:09quanto apprehension.
03:11Devemos se preocupar
03:12que pode reduzir
03:13um pai para o seu ou seu cérebro?
03:15Ou, ao contrário,
03:16podemos esperar
03:17que pode nos ajudar
03:17a melhor prática educacional
03:20e construir um outro tipo de escola,
03:22um que é mais eficaz
03:23e mais igual?
03:24ou, ao contrário,
03:51para ler.
03:51para aprender melhor.
03:52Researchers
03:52em Cognitive Science
03:54recomendam
03:55reinforcing
03:55o cérebro's
03:56pillars
03:56of learning,
03:57the major brain mechanisms
03:59that determine
04:00the speed
04:00and ease of learning.
04:03The first
04:04of these pillars
04:04is attention,
04:06a mechanism
04:06that has been
04:07particularly studied
04:08by the scientists
04:09at the University of Oregon
04:11in the northwest
04:12of the United States,
04:13where the
04:14Brain Development Lab
04:15is located.
04:21Let's go take a seat.
04:23We'll play
04:24with these toys next.
04:26The team here
04:27has implemented
04:27a research program
04:28that has monitored
04:29over 800
04:30nursery school children.
04:324-year-old Amelia
04:33is one of them.
04:35Her mother
04:35brings her
04:36to the lab
04:36regularly
04:37to get her attention span
04:39measured by EEG.
04:41That's it for these.
04:42We have a long history
04:45of reusing
04:45electrophysiology
04:46to study
04:47what we call
04:48sustained selective
04:49attention.
04:50And it's your brain's
04:51ability to
04:52filter out
04:53distracting information
04:54while essentially
04:56turning up the volume
04:57on information
04:59that you're wanting
05:00to pay attention to.
05:01And it's a very powerful
05:02skill for children
05:02in a classroom environment,
05:04for example,
05:06where you want to be able
05:07to filter out
05:08distracting information
05:10from your classmates
05:12talking at the desk
05:14next to you
05:14or playing
05:15or whatever.
05:16Filter out
05:17distracting information
05:18and really pay attention
05:21to the teacher,
05:23for example.
05:24This is a test
05:25of selective attention.
05:28Count how many times
05:29the players wearing white
05:31pass the ball.
05:32the most powerful
05:32people that
05:48And the
05:50people that
05:50are in the
05:50connected to the
05:51connected to the
05:51table.
05:51And the
06:01team
06:02A correcta resposta é 16 passos.
06:05Did you spot the gorilla?
06:09For people who haven't seen or heard about a video like this before,
06:13about half missed the gorilla.
06:18If you knew about the gorilla, you probably saw it.
06:21But did you notice the curtain changing color,
06:23or the player on the black team leaving the game?
06:26Nice.
06:28Let's rewind and watch it again.
06:36Here comes the gorilla, and there goes a player,
06:39and the curtain is changing from red to gold.
06:42Nice.
06:45It's what we call inattentional blindness.
06:48We're all inattentionally blind at times,
06:50because our brain has projected a process of calculation
06:53onto this real-life scene.
06:55So a quantitative treatment,
06:57and not a process of categorization or qualitative treatment.
07:01If we'd say, pay attention to determine
07:04if it's a human or an animal,
07:05you'd have seen the gorilla immediately.
07:08This is very impressive research,
07:10because it shows you that the naive notion
07:11that our brain perceives the world objectively
07:14is entirely wrong.
07:15Our brain is always guided by its ideas,
07:18its intentions, or the instructions we've been given.
07:23What's so extraordinary with this test is people's absolute certainty
07:27they'd have noticed.
07:29If there had been a gorilla, they'd have seen it.
07:32We overestimate our capacity to perceive the outside world,
07:36and we don't realize that, no, in all honesty,
07:39there are people that can say to you,
07:41no, I don't see it, I didn't see it.
07:44And that's how things work in a class situation.
07:47When a child says to you, I don't see it,
07:48you have to take them seriously.
07:50The child's not necessarily doing it on purpose,
07:53nor are they a dunce.
07:55Not being able to understand on what level
07:57we need to direct our attention happens to all of us,
08:00and yet it fundamentally determines learning.
08:03So personally, I think the greatest talent a teacher can have
08:06is to succeed in directing the child's attention
08:08and direct their attention to the right level of treatment,
08:13the one relevant to learning,
08:14for what they're trying to get the child to learn.
08:17You got it?
08:18OK.
08:18What we're going to do is we're going to have one story
08:21coming out of this speaker,
08:22and we're going to have a totally different story
08:24coming out of that speaker.
08:25You're going to try really hard to listen to one
08:28and to not listen to the other one, OK?
08:30It's kind of hard, but I think you can do it.
08:32All right?
08:45Just with those caps on the head,
08:48we can measure this ongoing electrical activity.
08:51Things happen fast in the brain,
08:52and we're measuring that response once every four milliseconds.
08:55And so in our studies, we've found that children
08:59from lower socioeconomic status backgrounds
09:03didn't have the same brain enhancement with attention
09:08at a tenth of a second that we see in other groups of children.
09:12We know that, statistically speaking,
09:14environments associated with poverty
09:16and with lower socioeconomic status are more chaotic,
09:20less predictable, and this creates stress.
09:23And what happens is, over time, if that stress is chronic,
09:27it can affect the same parts of the brain
09:30that are important for regulating yourself
09:32and for paying attention and for regulating your emotions.
09:36And so that's typically described as toxic stress.
09:53In an attempt to combat this phenomenon, since 2007,
09:57the team at the lab has been implementing a scientific program
10:00in Oregon schools that are taking part
10:03in the American Preschool Head Start program,
10:06which provides educational and social services
10:08to low-income families.
10:10What do we say? Let's help him.
10:12Oh!
10:17The researchers have developed a series of techniques
10:20to train the children's attention spans.
10:22These techniques are used both at home, with their parents,
10:25and at school with their teachers.
10:30This is our fourth year doing creating connections.
10:35We do talk about how the brain controls everything we do,
10:38and we do little activities.
10:40So doing, labeling emotions, labeling how we're feeling.
10:45Oh, no, look at that.
10:46Look at you.
10:47How do you think he's feeling now?
10:49Sad.
10:50Is he a little bit sad or is he very sad?
10:53Very sad.
10:54Very sad.
10:54Very sad.
10:54We want to stick away.
10:56Yeah.
11:01And then focusing on a lot of different breathing.
11:05There's the pinwheel breathing.
11:06There's the big bird breath breathing.
11:09The belly breathing.
11:11Ready?
11:11We're going to take a big deep breath before we sing.
11:13Ready? Breathe in.
11:19Ready?
11:20We're going to breathe in.
11:25Nice job.
11:26My body feels calm and yours feels great.
11:30We do that a lot throughout the day.
11:32Just focusing on them realizing their body needs to calm down
11:36and this is a way to do it.
11:38And then work on focus, you know, walking the tightrope.
11:44And it also helps teach self-regulation, emotional regulation.
11:48Nice and slow and...
11:51Later down the road we'll do that activity again.
11:54But we might have somebody with an instrument or a pom-pom waving it.
11:58Something to try to distract them.
12:01And then we'll have to just keep reminding them to stay focused on their feet.
12:05I wish I had this program when I was little so maybe I could focus a little bit better.
12:10You know, it's something you need for your life.
12:23The program has been running year-round during class time since 2014.
12:28Previously, it was run in small groups out of school hours
12:32and the results were very promising.
12:38What we were able to show was that children who were randomly assigned
12:43to receive the training that we've been talking about
12:46that's now called creating connections,
12:49that involves working a lot with the parents,
12:52as well as the brain train activities.
12:55Children in this group, after this eight-week training period,
13:00showed a brain response for selective attention at a tenth of a second
13:05that you see here in green that is more similar to what we see
13:11in groups of children from higher socioeconomic status backgrounds.
13:15So we were able to document that brain function for selective attention
13:19was improving with this training program
13:24compared to the other two comparison conditions.
13:32Young children's attention spans are still not very developed,
13:36because attention depends on the prefrontal cortex,
13:39the part of the brain located just behind the forehead,
13:42which only reaches maturity at adulthood.
13:47It acts like the conductor of an orchestra of sorts,
13:50and is the seat of what scientists refer to as the executive functions,
13:54in other words, the functions that regulate the other cognitive functions,
13:59and which are therefore crucial for academic learning.
14:03Children's attention is regulated by three main executive functions.
14:11of which there are many in a classroom,
14:16working memory, to temporarily stock necessary information in the memory,
14:21such as instructions,
14:24and planning to organize the various stages that need to be followed in order to carry out a task.
14:36They're general functions. They're not maths, not French.
14:39What we're discovering today through neuroscience is that there are also general transversal processes,
14:45which are dependent on the prefrontal cortex,
14:47and without which no serious or stable progress is possible.
15:01In Genvilliers, in northern Paris, at a state nursery school located in a priority education zone,
15:08an educational experiment carried out between 2011 and 2014 drew on the learnings from neuroscience,
15:15that in order to learn well, it is important to focus on the children's executive functions,
15:20in other words, on their general skills, such as knowing how to control themselves and how to memorize and plan
15:26things.
15:33You can't ask a child to learn a thing if they don't have well-developed skills in executive functions.
15:39You just can't.
15:40So what we did in Genvilliers is that sometimes for six or seven months,
15:45for most children, we didn't broach any fundamental learning.
15:52We did practical daily tasks. So, self-care, getting dressed, putting on shoes, taking off shoes.
16:00We had a system of slippers to use in class, and they had to take off their shoes when they
16:04arrived.
16:05It was all just a pretext. It provided situations in which they had to carry out these skills.
16:12The children looked after the class. As soon as it became dirty, they would sweep up, clean the floor.
16:17We had snack time, which they prepared themselves from fruit and vegetables.
16:21And then they washed up all the plates.
16:24And there are other conditions that provide the opportunity to optimize practice of these skills,
16:28making the objective very clear for the child.
16:31Saying, for example, let's see if we can clean the table until there's not a drop of water left on
16:35it.
16:36That will become their objective.
16:38So, as a result, all their skills will converge and work together so there are no drops of water left
16:43on the table.
16:44That's one way of making the objective highly explicit, and then showing the child how to do it in a
16:49very orderly, precise way.
16:51That will spark the child's intelligence.
16:54And they will then want to reproduce the same thing in a precise way.
16:58And as they'll want to do it in exactly the same way, they'll be using their executive skills even more,
17:03because they'll have to do a lot of very precise things over again, which they have observed.
17:19The brain's second major mechanism involved in learning is active engagement.
17:24Children learn better when they are actively engaged in their learning.
17:28A passive brain does not learn.
17:31In the name of this common sense principle, which educators are very familiar with,
17:36and which has been confirmed by cognitive science,
17:39increasing numbers of teachers are carrying out active and educational projects using research and experimentation.
17:46Like here in Cray, in the Wise Department of France,
17:49where pupils are involved in a project based on observing corvids, crows, magpies, and other members of the crow family.
17:58Along with some 300 other classes in France, they are part of the Les Saventuriers programme,
18:05created by the CRI, the Centre for Research and Interdisciplinarity, a reference in innovation and education.
18:12Les Saventuriers is a programme for child researchers.
18:16Researchers in cognitive science at Berkeley, with the work of Alison Gopnik,
18:21have shown that we are all born researchers.
18:22We're all capable of observing the world, of experimenting, of making mistakes,
18:27of learning from our mistakes, and of reinventing the way we think as a result of our observations.
18:33Those are some specificities of researchers.
18:36We have found that they are also innate to children.
18:39This means that children are mini-researchers.
18:41It can also mean that researchers are big kids.
18:44It depends which way round you look at it.
18:46I thought children's curiosity could take them very far.
18:49And rather than telling them, pass your exams first, that's not on the curriculum,
18:53can we, on the contrary, get them to discover that asking questions is one of the finest ways to approach
18:58knowledge?
18:59Yes?
19:02Yes.
19:03Yes.
19:09Throughout the year, in this fifth grade class, pupils ask questions about the intelligence of corvids,
19:15accompanied by a scientific mentor, and they must use the knowledge they have acquired to make a robotic bird feeder.
19:24The group who was in robotics yesterday, well, in manger.
19:28Go to the table.
19:31The reader will tell the brain to activate the motor, and then we will turn it to 90 degrees.
19:41The motor will turn it to 90 degrees, and the pipe will enter.
19:44L'équipe qui va travailler derrière vous, éventuellement, ce qu'elle peut peut-être demander, c'est est-ce que
19:50vous partagez vos documents ?
19:52Parce que c'est elles qui sont chargées maintenant peut-être d'explorer la partie informatique ?
19:56Alors, Daphail et Thomas, vous confiez votre robot à qui ?
20:00Sophia Nema.
20:01Le défi aussi c'est de, c'est de créer une loi, comme quoi on pourrait plus chasser les pieds,
20:09parce qu'elles sont en voie de disparition.
20:15Take the saying, curiosity killed the cat.
20:18Many countries consider that children shouldn't question things.
20:21I think that's a mistake.
20:24My own citizen commitment was born out of my son's teacher saying to me,
20:28he's a charming child, but he asks questions.
20:32Well, my job is to ask questions,
20:33and I think that if we let our children undergo selection
20:36based on their capacity to memorize and calculate,
20:38like a computer, for example,
20:41well, a computer clearly has a far greater capacity to memorize and calculate,
20:45so our children run the risk of being replaced by machines.
20:51If, on the other hand, we develop things that machines can't do,
20:54like investigation, like searching for meaning,
20:56like the capacity to see relationships between different domains,
21:00I think they'll have a future.
21:12Children who play an active role in their own learning are more curious.
21:15and researchers have observed that being engaged releases dopamine,
21:20the pleasure hormone in the brain.
21:22Brain imaging shows that being engaged activates neurons in the reward circuit,
21:27in particular in the hippocampus,
21:29a small structure in the brain that plays a central role in long-term memorization.
21:43In class, teachers can't easily give individualized feedback to every single child during a lecture-style class.
21:51That's why not only do children need to be actively involved,
21:54that they should also be encouraged to work in groups.
21:57There can be a few lectures, of course.
21:59We can all remember an excellent teacher who delivered great lessons,
22:02but there should also be a lot of group work.
22:04Data from neuroscience shows it produces much better results
22:08in terms of memory and subsequently in terms of being able to reproduce reasoning and knowledge.
22:22The third major brain mechanism involved in learning that cognitive science has highlighted
22:27is that of error.
22:29Making mistakes is not just normal, it is critical to learning.
22:33It sparks a reconfiguration of the neuronal networks
22:36at the precise moment the child realizes he or she has made a mistake,
22:41which means they can then refine subsequent answers and correct themselves.
22:50In order for the brain to learn, it has to know how to correct itself.
22:54It needs error signals.
22:57Actually, we think that's a very general principle.
22:59In other words, the different areas of the brain are permanently exchanging messages between them,
23:04saying, I was predicting A, but I got B, I have to correct this mistake.
23:09And it's by spreading these error signals
23:11that the brain manages to correct its model of the external world.
23:14Now, entirely upstream, there's the error we receive from the external world.
23:19We need to know we've made a mistake.
23:21If I grab an object, for example, think of a very young child,
23:24a baby who's trying to grasp objects.
23:26He tries and tries, it doesn't work, and then suddenly he receives the tactile feedback.
23:31That's it. I managed to grasp the object.
23:33This message will spread through his brain,
23:35enabling him to adjust all the control systems in his arm.
23:39The same is true for more complex learning.
23:41The most important thing is to know exactly where one went wrong,
23:45where the mistake came from, and how one can correct it.
23:52Neuroscience research has also revealed the importance of rapid correction after learning,
23:57via tests or quizzes,
24:00because the act of restituting knowledge helps the brain retain it better.
24:06There was a great study in science that compared children who spent all their time trying to memorise
24:12by looking at a textbook with other children, or adults for that matter,
24:16who alternated between memorisation and test, memorisation and test,
24:21and with the same duration in time.
24:22So even though doing the test took away memorisation time, it still led to better results.
24:28Why?
24:29Because when we test ourselves, we receive feedback and realise there are gaps in our knowledge.
24:35Whereas when we're studying with a textbook, we think we've absorbed the knowledge,
24:40we think everything's in our head.
24:41In fact, the information is in our head, it's in our working memory,
24:46but it's not necessarily in our long-term memory.
24:50Testing is what checks that the information has entered our long-term memory.
24:55So the best teaching methods are made up of explicit moments of learning,
24:59followed very quickly by periods of testing,
25:02in which children can validate their knowledge and discover what they know,
25:06or on the contrary, discover what they don't know,
25:09what they still need to work on.
25:11And then we start over again, alternating.
25:13For example, 15 minutes learning, 15 minutes testing.
25:16And this gives us optimal results.
25:23This brain mechanism that corrects errors
25:25is at the heart of what Professor Houdet's laboratory team do.
25:29They're carrying out an ambitious research programme
25:32in the region of Caen among 4th and 5th grade students.
25:40Using this software, the children must retain a sequence of dots
25:44in their memory, then try to reproduce them faithfully.
25:48The task trains their working memory, their short-term memory,
25:52and help students visualize their mistakes.
26:15Errors have a very positive status in learning,
26:18so the teacher has a very subtle job to do.
26:20I believe I can say so, as I was a teacher myself.
26:25It's very, very subtle work.
26:26You have to focus on each child and focus on their mistakes.
26:31Imagine that you're the child and I'm the psychologist,
26:34which is actually the case,
26:35and I show you these counters.
26:42If you show a young child these two rows of counters,
26:46and you ask them,
26:48are they the same number or not the same number in these two rows,
26:52very early on the child will say, the same.
26:55And the psychologist Piaget had the brilliant idea
26:57of doing what I'm about to show you.
27:02There, now you ask the child the same question.
27:05All children all over the world,
27:07until around the age of seven or eight, will say,
27:09no, there's not the same anymore.
27:11There are more in that one because it's longer.
27:14Say you also ask the child,
27:16Louise has 25 marbles.
27:18She has five marbles more than Leo.
27:21How many marbles does Leo have?
27:23In primary school in general, in class,
27:25a lot of children reply, I know, I know, 30.
27:28They hear the word more in the question,
27:31but you have to inhibit the addition after the more
27:33to carry out a subtraction.
27:3525 minus 5 equals 20.
27:38And ultimately, that's what intelligence is,
27:40being able to resist automatic responses rising above them.
27:44And this prefrontal inhibition,
27:46which we have located in the brain, does just that.
27:49It takes a step back from automatic responses when it needs to,
27:52and it's crucial for schoolwork.
27:58Professor Houdet's team in Caen has been carrying out tests on children
28:02since September 2016.
28:05Their objective is to evaluate the efficiency of software
28:08the researchers have developed to train children's inhibitory control
28:12and their working memory.
28:19Ultimately, there'll be 150 children in this research protocol.
28:24We're doing working memory training and inhibition training
28:27to block automatic responses,
28:29because we know that's one of the capacities
28:32that is the best predictor of the capacity to adapt to one's environment,
28:37and, in particular, success at school
28:39and then, subsequently, success at university.
28:42So knowing how to train the very muscle of inhibition is critical.
28:49So we created several games on this tablet
28:51for kids to do at home for 15 minutes a day,
28:54five days a week for five weeks.
28:56And we have two games for training inhibitory control.
29:01One game is taken from a classic task
29:03in cognitive psychology called stroop.
29:07We have words in various colours,
29:09and the task is to simply say the colour of the ink
29:12in which the word is written,
29:14without taking into account the colour the word spells.
29:27In the second type of game,
29:30which we call the stop-signal game,
29:31the child must simply indicate
29:33if an arrow is pointing left or right.
29:35From time to time, when they hear a beep,
29:37the child must refrain from pressing the answer button.
29:53That's another way for us to measure the ability
29:55to resist an automatic response,
29:57but this one is a lot more motor-driven,
29:59a lot more behavioural.
30:04So that's our challenge,
30:05to see if we can reinforce this function
30:08in the space of five weeks.
30:13The researchers carry out three MRI sessions on each child,
30:17one before they start training on the tablet,
30:20one just afterwards, after five weeks of use,
30:23to see whether their cognitive capacities have improved,
30:26and one two months later,
30:28to see, in the event that there have been improvements,
30:30whether they are lasting.
30:32Researchers will harvest their first results in a year's time.
30:38The magnetic resonance imaging lasts 45 minutes
30:41with a magnet that produces a magnetic field of three Teslas
30:45and which makes a lot of noise.
30:47of the child's time.
30:49Cribe, the child's time.
30:49Cribe, the child's time.
30:50You don't hear it.
30:53Is it clear for you, Nicole?
31:00Yes, but we start with which game,
31:02which game you don't understand?
31:04but I know the consignes.
31:05The consignes of the game,
31:06the last top signal, Nicole.
31:07Okay.
31:08Super, let's go.
31:16Nós desenvolvemos um programa original em meu laboratório,
31:19precisamente para ver se se usando a interação de screen
31:22em um jogo educacional que treinam esses funções executivas do cérebro.
31:27Atenção, distracter inhibição e self-control
31:29pode ser usado para fundamental aprender acadêmico,
31:33para ler, escrever, compreender e reasoning,
31:36mas também para respeitar outros.
31:39Mas também para respeitar outros,
31:41você tem que inhibitar a self-centeredness,
31:42usando a pre-frontal cortex,
31:45i.e., a forma de ver a forma de ver as coisas,
31:47e a forma de ver o ponto de vista do outro.
31:50Então você tem que carregar a synthesis,
31:52o ponto de vista, o meu, e o outro, também.
31:56Então, é muito ligado com a social adaptação.
31:59Os funcionários com excelentes funcionários
32:01são melhor capazes de controlar seus impulsos,
32:03programam seus actions,
32:04e resistem imediatamente impulsos
32:06para fazer algo que é útil para aprender ou para o seu trabalho.
32:17O quarto e final major brain mechanism
32:20envolvido em aprendizagem é a consolidação,
32:22que vem de repetição.
32:24A mais específica synaptic connection é usada,
32:28a mais é reenforced,
32:30e a mais rápida a informação circula.
32:33No contrário,
32:35uma unestimulada neurônica
32:36tende a desaparecer.
32:38Isso é como neurônica
32:40e a mais rápida.
32:46A mais rápida,
33:08a mais rápida,
33:09é que você precisa entender o significado da textura.
33:11A mais rápida,
33:12você precisa de verificações.
33:14Eu preciso de verificações.
33:16E a mais rápida,
33:16para ser capazes de pensar
33:18o significado disso.
33:20etc.
33:28Por cerca de 20 anos,
33:31neuroscientistas também descobriram que dormir
33:34tem um papel fundamental no processo de consolidar a aprendizagem.
33:38Esse mecanismo ainda não é totalmente entendido hoje,
33:42mas os pesquisadores observam que pupus
33:44performam melhor no teste depois de uma sozinha simples.
33:50Eu vou te pedir para abrir os olhos e deixar o tempo pensar.
34:00Sleep consolidates learning.
34:01É a periodo durante a que o cérebro ainda está ativo,
34:04e, na verdade,
34:05é replaya o que é ouvido ou o que é visto durante o dia.
34:10E nós podemos ver literalmente
34:11quando nós gravamos os cérebros de cérebro durante o tempo.
34:15Nós vemos padrões de atividade
34:16de acordo com os cérebros de aprendizagem.
34:21Nós pensamos que esses são sinais de aprendizagem,
34:24porque, quando nós acordamos o próximo dia,
34:26os habilidades aumentam.
34:28Nós pensamos que nós não fizemos nada,
34:29que há sido não explicado,
34:31que há sido não explicado aprendizagem,
34:31mas, implicitamente, nos cérebros,
34:32mais não precisamos de aprendizagem.
34:35Nós precisamos de aprendizagem.
34:36Estudios mostram que atendezemos que
34:37os problemas relativamente não há sempre,
34:39sem a falta de tempo.
34:41Quando nós corregamos os cérebros,
34:42os problemas dos filhos desapareceram.
34:56Isso é onde a ideia de dividir o aprendizagem
34:58na sala de aula.
35:00Foi científicamente proven
35:02que se você fizer a mesma duração de aprendizagem
35:04mas todos juntos,
35:06por exemplo, todos no mesmo dia,
35:08ou o mesmo aprendizagem,
35:09o mesmo tempo,
35:10mas fragmentado durante a semana,
35:12o aprendizagem é mais robusta e mais stable
35:14depois de aprendizagem.
35:17Há várias razões para isso,
35:20mas a principal razão é o papel que o sommeil faz.
35:32Cognitive science
35:33propõe major avanças
35:36na nossa compreensão
35:36é o 4 major pilares de aprendizagem
35:38atenção,
35:40ative engagement,
35:41correcting error,
35:42e consolidation.
35:44Mas essas descubrimências realmente
35:46ajudam a construir um diferente,
35:48mais eficaz,
35:49escolar,
35:49num dia em que cada ano
35:50em França,
35:51mais de 1 em 5 crianças
35:53deixam o sistema primário
35:54sem poder ler,
35:55ou escrever,
35:56ou compreender corretamente?
36:02é o que?
36:04A criação cogitiva
36:05pode ajudar os filhos de amanhã
36:07a melhor fazer
36:08esse conhecimento básico?
36:10Aqui, em Séquelet,
36:12não longe de Paris,
36:13a pesquisadores
36:14no Nouro Spin Center
36:15tem convencido,
36:16é melhor.
36:17Aqui, em 2002,
36:19a professora D Aren
36:20founded a
36:21Un 허브 Cognitivo Neuro Imaging Unit
36:23que é at the cutting edge of exploration
36:25of the basic brain activities
36:27of reading and arithmetic.
36:33The baby's brain,
36:34which we have studied in the lab,
36:36presents a whole series
36:37of connection networks.
36:39Small children start out in life
36:40with highly organized brain material,
36:42not at all a blank canvas
36:44or a clean slate,
36:45which were the metaphors used for years.
36:49We've observed that a sense of quantities,
36:51in other words, approximative numbers,
36:54is present practically from birth.
36:56Small children will stare for a lot longer
36:59when a rule of arithmetic is violated.
37:02For example, I take a shield like this,
37:04I hide an object behind it,
37:06I hide a second object behind it,
37:07then lower the shield.
37:09The child expects there to be two objects.
37:11If he sees four objects,
37:13he is surprised and will look at it a lot longer.
37:15So measuring the length of the gaze
37:17gives us an indication of what he has understood,
37:19and we have observed that even very small children
37:22already have arithmetical intuition.
37:31Evolution did not anticipate reading,
37:33on the other hand,
37:34but we reuse ancient neural networks to do it.
37:37It's what I've termed
37:39the theory of neuronal recycling.
37:42When somebody learns to read,
37:45there's a highly specific region
37:46of the occipitotemporal cortex
37:48of the left hemisphere,
37:50so a visual area,
37:52which specializes in recognizing written words,
37:54which means we can rapidly treat a chain of letters
37:57that we perceive on the retina.
38:02This circuit is involved in representing objects,
38:05and it recognizes them in an identical way,
38:08whether they're facing one way or the other.
38:10So there's mirror invariance,
38:11and when we learn letters,
38:12we apply this invariance to the letters first,
38:15so we think that a P and a Q are the same thing,
38:17or a B and a D,
38:18and we need time to unlearn that notion.
38:24So decoding is an absolutely critical state.
38:27The child must start by learning the correspondence
38:29between the graphemes,
38:31the combinations of letters,
38:32and then the sounds of the language,
38:34the phonemes.
38:40Reading letters is difficult
38:41because the brain uses neural networks
38:44that were initially dedicated
38:45to the visual recognition of objects,
38:48hence the advantage
38:49of the so-called syllabic reading method,
38:52widely known as phonics,
38:54and which consists of deciphering
38:56in a very explicit way
38:57each character or sequence of characters.
39:10In France, where teachers' freedom
39:13to use their own educational approach
39:15has been enshrined in the law since 2005,
39:18some schools are using these scientific discoveries
39:21and are experimenting with projects
39:23that take the learning of phonics to the next level.
39:26Like here, for example, in Calais,
39:28in the working-class district of Fournulet.
39:32Since 2011,
39:33at the Oran-Constantine State School,
39:36which is part of the Reinforced Priority Education Network,
39:39teachers have been carrying out a project
39:41for pupils learning how to read
39:43developed by the association Agir pour l'école,
39:46the same association
39:48that funded Celine Alvarez's experiment in Genvilliers.
39:52The program is based
39:53on the highly intensive teaching
39:55of decoding letter sound correspondences.
39:59Allez, on est arrivé où?
40:01Mettez-moi votre doigt.
40:05Là, super.
40:06Allez, c'est à ton tour, Heidi.
40:08Tu regardes bien les lettres.
40:18Regarde tes lettres.
40:35C'est la systématisation de la lecture.
40:39It systemizes the reading of syllables and words.
40:42The aim is to improve their reading time
40:44so that reading these syllables becomes automatic
40:47and doesn't cause them any trouble
40:49when they're reading words or sentences,
40:50so that they can then work on reading texts.
40:54That's why we time them for one minute.
41:04From the repeated measurements we've carried out,
41:07we know that the children whose level
41:09is initially quite strong
41:10will need a few hours to learn to read,
41:13say, around five hours of interaction with their teacher.
41:19Whereas the weakest children
41:21will need seven times that amount,
41:23so 35 hours.
41:25Now, the specificity,
41:27and you can see it straight away
41:29in a class running the program,
41:31is that the work will be done
41:33only in small groups,
41:34with a few children each,
41:36for the children who are struggling the most.
41:46The struggling pupils will be given two sessions a day,
41:49from the start of the year, for example,
41:51whereas children in the strongest or medium groups
41:54will have just one session a day.
41:56We're seeing that 30% of children
41:58we identified at the beginning of the year
42:00can absolutely reach a speed of reading
42:02we call fluent,
42:03that is comparable to the national average,
42:06around 70 or 80 words a minute.
42:08A child needs to know how to read
42:10level-appropriate texts at sufficient speed,
42:13and this will effectively determine
42:15their subsequent ability
42:16to be able to understand texts.
42:27Today, all teachers in France use phonics.
42:31Neuroscience has helped settle
42:32the raging controversy
42:34that for a long time opposed phonics
42:36to what is referred as the whole language method,
42:38which gets children to recognize
42:40whole words, their shape.
42:43Results using the whole language method
42:44are less good,
42:45because it activates an area
42:47of the right hemisphere of the brain,
42:49not the reading circuit
42:50of the left hemisphere.
42:54For a long time,
42:56schools really operated
42:57on the basis of intuition,
42:59which was sometimes fantastic
43:00when it came to some teachers,
43:02but at times that intuition wasn't good,
43:04and we arrived at this rather strange idea
43:06of a whole language reading
43:07in which we flashed words
43:09in front of children
43:10without explaining anything to them,
43:12and we realized years later
43:13that it didn't work.
43:15That's why I think we need an education
43:16that is founded on proof,
43:17so we don't subject children
43:19to the vagaries of an idea
43:20or a politician,
43:21but to systematically test
43:23what works and what doesn't
43:24on a scientific basis.
43:27In fact, today,
43:29most French teachers
43:30use a mixed approach
43:31combining several reading methods,
43:33because using phonics exclusively
43:35can also have its disadvantages.
43:38This has been what
43:39Professor Roland Guagu has observed.
43:41He carried out a vast study
43:43on teaching the process of reading
43:44involving over 130 classes.
43:51A method that uses phonics exclusively
43:54would explicitly teach,
43:56like all teachers do,
43:59the letter-sound correspondences,
44:02but with certain added requirements
44:04only giving children
44:06totally decodable words
44:08and forbidding them
44:09to memorize full words,
44:10lest they use the dreaded
44:12whole language method.
44:17Or use whole words
44:19if they don't know
44:20all their letter-sound correspondences.
44:27Take the first names,
44:29for example,
44:29of the children in the class.
44:31If you've got a Raoul
44:32and you haven't yet studied
44:33that OU makes OU,
44:35then that name
44:36must not be featured,
44:37must not be displayed or read,
44:39because it would be
44:40recognized globally.
44:44The days of the week
44:46wouldn't be allowed,
44:47nor would prepositions
44:48or articles, etc.
44:51Until they've been studied thoroughly,
44:53they couldn't exist.
44:55This gives rise
44:56to teaching materials
44:57that are,
44:58how can I put it,
45:00rather absurd,
45:01because you're depriving yourself
45:03of very, very,
45:04very frequent things,
45:06and you're not allowed
45:07to write the date
45:08at the start of the year.
45:11So it would be
45:12highly counterproductive.
45:21Teaching the process of reading
45:23remains a sensitive topic,
45:24because the results
45:25are not good.
45:27According to the 2016 Pearls,
45:29the Progress in International
45:31Reading Literacy Study,
45:32French fourth grade pupils'
45:34performance
45:34in the comprehension
45:35of written texts
45:36was among the worst in Europe
45:38and has been declining
45:39for 15 years.
45:43To try and improve
45:44the learning process of reading,
45:46research teams
45:46such as Stanislas Dehene
45:48are developing apps
45:49on tablet,
45:50of which the serious game
45:52Elan
45:52is a prominent example.
45:57Since 2016,
45:59wide-scale testing
46:00has been carried out
46:01among 1,200 pupils
46:03in 45 first-grade classes
46:05in the educational district
46:07of Poitiers,
46:08like at this school
46:09in Niel-Lespoir.
46:11Here, children train
46:12on a tablet
46:13three times a week,
46:1420 minutes a day.
46:18Est-ce que c'était le bon temps
46:19de 20 minutes
46:19ou est-ce que plus sur moi
46:21a été mieux pour...
46:22Moins, pas possible.
46:23Ça devrait être trop court.
46:23Oui, oui, j'imagine.
46:24Plus, au niveau de la tablette,
46:27souvent, 20 minutes,
46:28c'est ce qu'il faut.
46:29Plus, ils demandent
46:29de arrêter...
46:30Oui.
46:3120 minutes...
46:32Ah, oui, je suis impressionnée
46:33à quel point ils m'ont dit.
46:35Super.
46:36Les lettres font les sons dans les mots.
46:39The initials élan
46:40stand for the French words
46:42for Entertaining Learning Environment
46:44Based on Neuroscience.
46:46Bonjour, mon ami.
46:48Libyan.
46:50Ah.
46:50The child hears a basic sound,
46:53the phoneme,
46:54and must choose
46:55the corresponding character,
46:56the grapheme.
46:58Ah.
46:59And they repeatedly train
47:01in decoding them.
47:03Ah.
47:05Ah.
47:11The major aim
47:13of the Yilan software
47:14is to consolidate
47:15grapheme-phoneme learning,
47:17so letters and sounds,
47:19so that the process
47:20becomes automatic.
47:21That's really the first
47:22building block
47:23in learning how to read.
47:31So they hear the sound
47:32ah or bah.
47:33It might be a syllable
47:35or a stand-alone letter
47:36and they must find the letter
47:37as quickly as possible.
47:39So it's really
47:40letter sound automation.
47:51Among the teachers involved,
47:53at first we got feedback like,
47:54well, actually,
47:56we're not sure
47:56it changes that much.
47:58And part of our support work
48:00was to be there for them.
48:02We'd say,
48:03don't forget,
48:03we're not offering
48:04something revolutionary.
48:06Yes, I think that even us,
48:08with all our knowledge
48:08in cognitive science,
48:10we don't always have the knowledge
48:11of what works
48:12in a classroom setting.
48:14Because taking something
48:15that you've seen in a lab
48:16and then putting it
48:17into the classroom
48:18is a different thing altogether.
48:20So where we're really hoping
48:21to see a difference
48:22is in the reading time
48:23of one minute.
48:32In Marseille,
48:34in the State School of Les Abées,
48:36another computer program
48:37for making reading automatic
48:39was tested in 2017
48:40in three first-grade classes.
48:47The children use the tablet
48:4920 minutes a day,
48:50four times a week,
48:51for three months.
48:57Baptized Grapho Game,
48:58the game is based
48:59on repeated exercises
49:01of sound letter associations,
49:03just like Elan.
49:05As children progress
49:06through the game,
49:07the levels become
49:08increasingly difficult,
49:09first with syllables,
49:11then words,
49:11then even sentences.
49:18Grapho Game was invented
49:19in the 1990s
49:20by Finnish neuropsychologists
49:22to consolidate the learning
49:24of reading for dyslexic children.
49:27Since 2014,
49:28it has been adapted
49:29into French
49:30and tested by researchers
49:32at the Laboratory
49:33of Cognitive Psychology
49:34of Aix-Marseille University,
49:36initially in support groups
49:38at several French schools.
49:41Graffo Game was used for dyslexic children
49:45at the school.
49:45We have demonstrated
49:46that it benefits children
49:48struggling in these support groups.
49:51But we don't yet know
49:52if it will be a tool
49:53for everybody.
49:55We're currently testing
49:57in first grade
49:58on a large scale,
49:59right across the board.
50:00so not just with children
50:02with difficulties,
50:03all the classes are mixed.
50:04We're trying to find out
50:06who can benefit,
50:07when,
50:08at what frequency,
50:09and at what dosage.
50:18To measure the children's progress,
50:20the team of researchers
50:21give them reading tests
50:22before and after
50:24they have trained on the tablet.
50:27They use the classic
50:28Alouette test,
50:30which includes words
50:31that are difficult for children
50:32and from which the researchers
50:33can determine their reading age.
50:53The researchers also compare
50:55the children's reading results
50:56with those of another
50:57first grade class
50:58located just next door,
51:00a control class
51:02or placebo group.
51:03This control group of children
51:05are not using the reading program,
51:07but are using a maths program.
51:12The purpose of the control group
51:13is to verify
51:14whether the children's progress
51:16is not solely due
51:17to the enthusiasm
51:18of taking part
51:19in a scientific experiment
51:20and using a tablet.
51:22This motivational effect
51:24is well known
51:24among researchers.
51:26The Hawthorne effect
51:27takes its name
51:28from the American factory
51:29near Chicago,
51:30where it was discovered
51:31in the 1930s.
51:33In fact,
51:34there's a Hawthorne effect,
51:36which is an effect
51:36derived from the simple fact
51:38of taking part
51:39in a scientific experiment.
51:40The children can be motivated,
51:42the teachers can be motivated,
51:44and this produces a bias,
51:46which happens
51:47when we intervene
51:47in a real-life environment.
51:49So to avoid this bias,
51:51we need to have a control group
51:52which does something
51:53other than graphogame,
51:54but which is still using tablets
51:56and taking part
51:57in an experiment,
51:58taking tests, etc.
52:18Are computer programs
52:20on tablet
52:20an interesting approach?
52:22Can they help children
52:24progress in consolidating
52:25their reading
52:26and in improving
52:27their academic performance?
52:30Researchers in cognitive science
52:31hope so.
52:36But in Marseille,
52:37the initial results
52:38of the graphogame experiment
52:40are not what was expected.
52:46We're not totally...
52:48We all noticed
52:49a huge motivational effect,
52:52but in both groups,
52:54so both in the maths group
52:56and in the reading group.
53:00We observed,
53:02using norm-referenced tests,
53:05that in three months
53:06of actual play,
53:07they progressed five months
53:09in reading age.
53:14But the control group too,
53:17yes,
53:17it's a motivational effect.
53:20In this pilot test,
53:22with only three classes,
53:23the children
53:24who used the reading program
53:26did not obtain
53:27better results
53:27than the others.
53:30In January 2018,
53:32researchers launched
53:33a new experiment
53:34in 30 classes
53:35with the hope
53:36of obtaining better results.
53:40The results are subtle,
53:42but it's just the beginning.
53:45Well, in first grade,
53:46the children's scores
53:47are progressing a little.
53:49Of course,
53:50it depends on the dose,
53:51and we're still looking
53:52at what will be needed.
53:54Perhaps a few dozen minutes
53:56a day is not enough,
53:57but it's a subtle effect.
54:02We're lucky to have taken part
54:04in this scientific adventure.
54:06The educational sciences
54:08becoming real sciences
54:09with evaluations,
54:10pre-tests,
54:11post-tests,
54:12experimental groups
54:13and control groups.
54:15And just like we have
54:16the organic label
54:17good for the body
54:18in the field of food,
54:19I think society
54:21is going to want
54:22a qualitative
54:22good for the brain label.
54:25My dream is to gain
54:27sufficient understanding
54:28of children's
54:29and teenagers' brains
54:30in relation to
54:31their academic learning
54:32in order to have
54:33real recommendations
54:35in partnership
54:36with schools
54:37so that we can
54:38change teaching methods
54:39and change education
54:41in France.
55:10Transcription by CastingWords
55:19CastingWords
Comentários