Brain Research & Learning Differences

d - Figure 2.5 -

Another Look at The "Unexpected Visitor"

Reprinted by permission of the publisher from Eye Movements and Vision by Alfred L. Yarbus 1967 by �Plentum Publishers, Inc.

Recognition Networksthe “what” of learning

• Represents – “knowing” the world– Building content knowledge: facts

– Identify patterns of sound, light, taste, smell, and touch

Recognition

• Bottom-Up– Extract visual details– Sounds– Letters by features

• Top-Down– Higher-order information: background information;

context, and pattern– i.e. – “phonic wars” balanced approach of whole word

and phonics

Differences in Recognition

These three functional magnetic resonance images (fMRI) show brain activity patterns of three different people performing the same simple, finger tapping task. The level of brain activity during

performance of this task is designated using color. Blue indicates a low to moderate level of activity, red indicates a high level of

activity, and yellow indicates an extremely high level of activity. As you can see, each of these three individuals shows a unique pattern

of brain activation.

Brain Imaging Showing Individual Differences

                                                                         

Strategic Networksthe “how” of learning

• Strategy for cognition and learning

• Identify a goal• Design a suitable plan• Execute the plan• Self-monitor• Correct or adjust actions

- Figure 2.7 -Strategic Networks

This schematic drawing of the lateral surface of the human brain shows the regions primarily responsible for strategy.

Frontal Lobe

Strategic Networks

• Parallel nature of strategic process – cannot teach in isolation i.e. tennis

• Top-Down Processing• Cortex to muscles: using key board

• Bottom-Up Processing• Muscles to cortex

Individual Differences in Strategic Networks

• Motor difficulties – unable to use keyboard, to scan text, or turn pages

• Speech difficulties – language challenges in oral presentations

• Impulsive – difficult to self-monitor and complete tasks

Affective Networksthe “why” of learning

• Helps us engage in learning• Attach emotional significance to objects and

emotions

Affective Networks This medial view of the brain shows the limbic lobe, site of the affective networks. The limbic lobe includes primitive cortical tissue (stippled area), the fontal lobes, and underlying cortical structures (hippocampus and dentate gyrus, not shown).

Frontal Lobe

Limbic Lobe

Individual Differences

• Students preoccupied with emotional concerns have little left over for learning

• Severe outside environmental factors can serve as a barrier to learning

• What motivates the student: think about how a child likes to read…

Implications for Teachers• Each learner is different

and has his/her own strengths and weaknesses

• How can we effectively acknowledge the different needs of the students?

• Explore the strengths and weaknesses of the students and create a classroom learning profile to foster student success

NETWORKNetwork

Students—Strengths

Students—Weaknesses

Students—Preferences/Interests

Recognition(Learning “what”)

Strategy(Learning “how”)

Affect(Learning “why”)

Class Learning Profile Blank TemplateGrade: Teacher: . Subject: Standard: Goal:

Classroom Learning Profile