LISTENING IN LEARNING SPACES: A BRAIN-BASED PERSPECTIVE

Learn how the auditory environment in all forms, sizes and uses, profiles a child's ability to listen to and process auditory information received from: the teacher, other students, media sources, and even from the student.

 

Prof. Carol Flexer
Distinguished Professor Emeritus, Audiology
The University of Akron, Ohio (USA)

  • Distinguished Professor Emeritus of Audiology, The University of Akron (USA)
  • International lecturer in pediatric and educational audiology and author of 14 books
  • Teaches how young brains thrive when we respect the transmission and reception of auditory information


About

There is a groundswell of interest in the brain-basis of learning. Have you ever wondered how:

  • infant neurological development shapes the child's future cognitive potential?
  • the physical environment influences a child's ability to listen, talk, read and make friends?
  • noise interferes with a child's development of executive functions?
  • auditory information can be offered evenly to everyone in the room -- teachers and children -- to ensure that all students are able to access critical information and attain mastery of priority skills and knowledge?

This course is designed to address these questions, and to discuss how a fresh and evidenced-based understanding of auditory learning can improve educational outcomes and learning space functionality.

 

Who Should Attend?

  • Educators and Technology Leaders of all year levels seeking to improve their understanding of auditory brain access
     
  • ICT Integrators/Facilitators/learning Coordinators looking for ways to support their colleagues to increase student achievement in all cultural and linguistic backgrounds
     
  • Principals and Curriculum Coordinators responsible for strategic planning of learning spaces that includes access to the auditory curriculum relevant to whole group and differentiated learning
     
  • Future-focused educators/curriculum leads/head of department that are interested in how children listen and learn

  • Architects looking to raise their awareness of learning spaces that feature equitable delivery of auditory information for traditional and agile learning spaces

 

Why Attend?

Overall Learning Outcomes: Delegates attending this class will learn about the sounds of teaching and learning, featuring:

  • A majority of the learning that happens in schools is pre-determined by a design best suited for an industrial, mass-production model. In short, “school hardware” severely limits the “educational software” it can run.
     
  • The Big Picture about the development of listening from a neurophysiological perspective
     
  • This masterclass will offer clear and immediately usable strategies for educators to adapt their practice to maximize the benefits of new learning environments. 
     
  • Universal design, highlighting the value of making all learning spaces better listening spaces
     
  • The role of the listening brain on a child's literacy and psycho-social development
     
  • Basic classroom acoustics and speech perception from an audiology perspective

 

What To Bring?

  • Laptop, tablet, smart phone, or even pen and paper. Internet access not required.

 

Agenda

8:30 |  Arrival

9:00 |  Commencement

9:00 – 10:30 |  Session 1: The Big Picture about the development of listening

  • Auditory neurophysiology beginning in infancy
  • How does a child's auditory brain develop?
  • What is hearing?
  • What determines the auditory cognitive capacity a child brings to school?

Learning Outcomes :  Participants will be able to explain the relationship of infant auditory neural development to a child's later listening and cognitive capacity.

10:30 – 10:50 |  Tea and Coffee Break - 20 minutes 

10:50 – 12:30 |  Session 2: Universal design, highlighting the value of making all learning spaces better listening spaces  

  • Concept of Universal Design for acoustic accessibility
  • Defining listening from a neurological perspective
  • Extrinsic vs intrinsic redundancy of instructional information
  • The auditory basis of literacy
  • Listening fatigue

Learning Outcomes : Participants will be able to describe the parameters of acoustic accessibility from a universal design perspective, and discuss the relationship of listening to the development and expansion of literacy.

12:30 – 13:20 |  Lunch Break - 50 Minutes 

13:20 – 14:40 |  Session 3: The role of the listening brain on a child's psycho-social development

  • The impact of noise on the development of Executive Functions
  • Theory of Mind (ToM) and collaborative learning
  • English as an additional language or dialect listener - cultural and linguistic diversity

Learning Outcomes :  Participants will be able to detail the impact of noise and incidental listening on the development of executive functions and theory of mind.

14:40 – 15:00 |  Tea and Coffee Break - 20 Minutes 

15:00 – 16:00 |  Session 4: Basic classroom acoustics and speech perception from an audiology perspective  

  • Audibility and intelligibility distinctions of speech perception
  • Signal-to-noise ratio (SNR) requirements for children
  • Types of classroom noise
  • How and why to "capture the voices" of teachers and children
  • The necessity of equitable delivery of auditory information to all
  • Key considerations for selecting auditory technologies

Learning Outcomes : Participants will be able to explain how classroom acoustics impact speech perception, and how the use of technology can capture the voices of teachers and children for the equitable reception of auditory information.

16:00 |  Conclusion

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