Montana State Brain Presentation 2010

8/14/2019 Montana State Brain Presentation 2010

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Helping Students Learn in a LearnerCentered Environment- What Neuroscience

has to Teach Us.

Developed by Professor Terry DoyleFerris State University


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Slides available fordownload at:

www.learnercenteredteaching.com

Montana state University HelpingStudents Learn in a Learner Centered

Environment- What Neuroscience has toTeach Us.
http://www.learnercenteredteaching.com/http://www.learnercenteredteaching.com/


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Presentation Outcomes

By the end of the presentationparticipants will:

1. Have a better understanding of

how to help students learn in harmonywith their brains

2.Have developed news ideas forintegrating exercise and movement intotheir learning practice.


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Workshop Outcomes

3. Have developed new ways ofusing information patterns to enhanceyour learning

4. Have developed new ways torecall course content

5. Have developed new ways to usemultisensory approaches to teaching

and learning


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Basic Principle of LearnerCentered Instruction

It is the one who

does the work whodoes the learning


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The Definition of Learning

Learning is achange in theneuron-patterns of thebrain.

(Ratey, 2002)

. . /.../ - .www virtualgalen com neurons small jpg


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Neurons-How they work-Human Brain.mp4


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Teachers Definition ofLearning?

Learning is the ability to useinformation after significant periods of

disuse and it is the ability to use the information to

solve problems that arise in a context

different (if only slightly) from the contextin which the information was originallytaught.

(Robert Bjork, Memories and Metamemories, 1994)


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Part One

The Human Brain


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The Brain and Learning

The human brainwas designed tosolve problems of

survival inoutdoor, unstableenvironmentswhile in almost

constant motion. ( Dr. John Medina,

Developmental Molecular Biologist,University of Washington and Author ofBrain Rules)


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If educators hadset out to designa learning

environment thatwas in completeopposition towhat the human

brain is good atthey would havedesigned theschools of

yesterday and


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We actually arejust beginning tounderstand theincredible

complexity of thehuman brain.

However, there

12 things we doknow about how thebrain processesinformation andthese are significant

to your students


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Twelve Things We Know forsure about the Human Brain

1. Exercisesignificantlyenhancesbrain function


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Exercise and Learning

Exercise is thesingle mostimportant thing a

person can do toimprove theirlearning.

(John Ratey, 2008,

Spark, The Revolutionary NewScience of Exercise and theBrain)


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Exerciseinfluenceslearningdirectly, at thecellular level,

improving thebrainspotential to log

in and process


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Newest Findings

Exercise increasesproduction of

neurotransmittersthat help: 1.Focus and

attention 2.Motivation 3. Patience 4. Mood (more

optimistic)

Rate 2008


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Exerciseenoughto sweat and 4-5times a week

improves:

1. All brainsystems

2. Executivefunctioning

3. Creativity

4. Learning

(Ratey,


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Exercise and BDNF(Brain-derived neurotrophic factor )

Exerciseproduces BDNF( Miracle Grow for the Brain)

Improves brainhealth

Enhances thewiring of neurons

Is a stressinoculator

Makes the braincells more

resilient


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Exercise and BDNF

The moreintense andcomplex theexercise themore BDNFthat is made.


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BDNF and Synapses

BDNF givessynapses the toolsthey need to:

Take in Process

Associate

Remember Put in context

Information


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Long Lasting Benefits

Morning aerobicswill causeimprove brain

performance for6-7 hoursconcentration,attention, focus

as well aslearning

(John Ratey, 2008)


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Exercise and BrainPathologies

Exercisereducessignificantly thepotential for thebrain to succumbto certainpathologies

1. Alzheimers

50%

2. Dementia 60%

3. Depression 70%


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Questions

How could we introduce movementinto our classes?

How do we get our students toengage in aerobic exercise?

How do we redesign learningenvironments to keep learnersactive and moving?


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The Brain is Social

2. Survival isaccomplished byworking with other

brains Groups of brains

almost alwaysoutperform a singlebrain


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The Brain is Social

Group work hastremendouspotential to aid

understandingand learningifthe groupsunderstand their

roles and whatthey are trying toaccomplish


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Brains are Wired Differently

3. All brainsare wireddifferently

Ourexperiencesmake us

different


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Brains are Wired Differently

It is thesedifferences that

can makeworking togetherin teams andgroups such a

powerful learningexperience


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Lapses in StudentsAttention

One explanation forthe lapses instudents' attentionis that the"information

transfer" model ofthe traditionallecture does notmatch what currentcognitive scienceresearch tells us ofhow humans learn.


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Lapses in StudentsAttention

Research tells us thebrain handlesinformation byreducing it intomeaningful chunks thatwe call categories.

Learning consists of

fitting this reducedinformation intoalready existingcategories or,sometimes, of forming

new ones.


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Multitasking Slows Learning

It is notpossible tomultitaskwhen itcomes toactivities thatrequire thebrainsattention


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Multitasking

Our brain works hardto fool us intothinking it can domore than one thingat a time. It cant.

When trying to do two

things at once, thebrain temporarilyshuts down one task

while trying to dothe other.


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Memory

5 +6. Memory

Repetition

andelaboration are

necessary formemoryformation and

recall


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Sleep and Memory

. "Periods of slow-wave sleep arevery long and produce a recalland probably amplification of

memory traces. Ensuingepisodes of REM sleep, whichare very short, trigger the

expression of genes to storewhat was processed duringslow-wave sleep."

Sidarta Ribeiro, Duke University, 2004


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Sleep and Memory

The MRI scans are showing us thatbrain regions shift dramatically duringsleep,

"When you're asleep, it seems asthough you are shifting memory tomore efficient storage regions withinthe brain. Consequently, when youawaken, memory tasks can beperformed both more quickly andaccurately and with less stress andanxiety."


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Sleep and Memory

This means

Less sleep

Less time for memory formation

Bad for learning


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Listen to the Music

1. Is it familiar to you ?

2. What is the name ofthe song or singer ?

3. Can you singalong ?

4. Did you everpurposefully try tolearn the lyrics ofthis song?


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192.107.108.56/.../m/murray_k/final/img004.jpg

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Cramming


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Memories are Reconstructed

The more sensesused inlearning

( seeing,hearing, touch,taste and smell)the more

pathways areavailable forreconstruction

(recall)


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Elaborations are the Key

For better or worse, our recollections arelargely at the mercy of our elaborations(Daniel Schacter author of the Seven Sins of Memory)

D P ti i th K t


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Deep Practice is the Key toRecall

Step One. Accuracy

Step Two: Reflection

Step Three: Review

Step Four: Mapping Step Five: Recoding


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Review

~ %90retention

with 4.reviews

~ %25retention

with no.reviews


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Keys to Review

Daily isBest


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Concept Mapping and


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Concept Mapping andReview

A concept map simply represents

visually (easiest thing for the brain tolearn, Zull, 2002)theimportant concepts and

ideas being studied and how they relate to oneanother.

. . / / ...www universityhighschool org webquest Element


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Practice Includes Recoding

Recoding is thesimple process oftranslating thenew knowledgeinto your ownwords.

Examples includeparaphrasing,summarizingand annotating


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Emotions and Memory

Research showslearners recallinformation thatis emotionalmore easily thaninformation thatis factual or

neutral in nature.(Zull, 2002)


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Which of the followingslides would be easier to

recall after two weeks?


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Slide One

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http://upload.wikimedia.org/wikipedia/commons/5/57/031_street_scene_in_Old_Town_1.jpghttp://upload.wikimedia.org/wikipedia/commons/5/57/031_street_scene_in_Old_Town_1.jpghttp://upload.wikimedia.org/wikipedia/commons/5/57/031_street_scene_in_Old_Town_1.jpghttp://upload.wikimedia.org/wikipedia/commons/5/57/031_street_scene_in_Old_Town_1.jpg


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Emotion and Memory

Emotional arousal organizes andcoordinates brain activity (Bloom,Beal & Kupfer 2003)

When the amygdala detects

emotions, it essentially boostsactivity in the areas of thebrain that form memories(S. Hamann& Emony, UN.)


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Questions

1. How can we teach to promote longterm recall?

2. What kinds of assessments wouldpromote long term recall?

3. What kinds of assignments wouldpromote long term recall?


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Sleep

7. Sleep

The brainneeds sleep

to processinformation


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Multiple Senses

9. The brainworks bestwhen multiplesenses areinvolved


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We Use all our Senses

The traditional belief among neuroscientists hasbeen that the five senses operate largely asindependent systems.

However, mounting data suggest interactionsbetween vision, hearing, smell, touch and tasteare the rule, rather than the exception, when it

comes to how the human brain processessensory information and thus perceives things.

Aaron Seitz Journal Current Biology, 2006


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20 Ounces of Coke

.74 grams of sugar or 2 7oz


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A Burger King Whopper

47 grams of fat


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Smell and Learning


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Smell and Learning

Proust Effect isthe unusualability of smell

to enhancerecall

Best resultswhen smellsare congruent

with the

Smell and Learning


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Smell and Learning

Emotional detailsorautobiographicalmemories havethe best recallresults fromusing smell

( Brain Rules, pg 212)

Multimedia Exposure and


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Multimedia Exposure andLearning

CognitivePsychologistRichard Mayer

1. students learnbetter fromwords andpictures than

from words alone


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Temporal Congruity Principle

Students learnbetter whenwords andpictures arepresentedsimultaneouslyrather thensuccessively


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Spatial Congruity Principle

Students learnbetter whenwords andpictures are nearto each other onthe page ratherthan far fromeach other.


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Coherence Principle

Students learnbetter whenextraneous

material isexcluded


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Modality Principle

Students learnbetter from

animation andnarration thanfrom animationand screen text

http://www.youtube.com/watch?v=vCgQDCMt4Xk


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Vision Trumps All

10.Vision trumps all other senses


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Vision Trumps All

The more visualthe inputbecomes themore likely it is tobe recognizedand recalled

This is called thePictorialSuperiority Effect


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Vision Trumps All

Text and oralpresentations arenot just lessefficient thanpictures forretaininginformation theyare way lessefficient

(Brain Rules p.234)


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Vision Trumps All

Oral informationhas a recall ofabout 10% after72 hours

Add a picture and

the recallincreases to 65%

(Brain Rules, P.234)


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The Brain was Designed to


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The Brain was Designed toLearn

12. The brain was meant to exploreand learn

Th H B i


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The Human Brain

The human brain weighs three (3)pounds but uses 20% of the bodiesenergy

Th H B i


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The Human Brain

The human brain has 100 billionneurons

(brain cells) (It does grow thousands of

new cells daily)

. . /.../ / .www enchantedlearning com gifs Neuron GIF

Th H B i


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The Human Brain

These 100 billion neurons are capable ofmaking 40,000,000,000,000,000 Fortyquadrillion connections (James Ratey, Users Guide to the Brain)

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Th B i N d


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The Brains Needs

The brain needsto functioneffectively:

1. Exercise 2. Sleep

3. Oxygen

4. Hydration

5. Food (glucose)

B i H lth


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Brain Health

Daily multiplevitamin

Daily fish oilcapsule

Reduce or endcaffeine use

B i H lth


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Brain Health

Reduce (to verylow levels )oreliminate alcoholintake

Learn to meditate

Drink adequateamounts of waterdaily

B i H lth


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Brain Health

Eat a healthy diet

Get at least 8

hours of sleepeach night

Exercise daily--aerobic is best

B i H lth


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Brain Health

Dont put yourbrain in harmsway

Avoid toxic

chemicals-Ifusing them use

in well ventilatedareas

(Making a Good Brain Great,

Daniel Amen)

P t T


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Part Two

Patterns andLearning


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Which of the following

slides is easier toremember and WHY?


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SLIDE ONE

4915802979


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Slide Two


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Slide Two

NRA NBC FBI

USA MTV

Which is easier?


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Which is easier?

Counting backwards from 100

OR

Reciting the alphabet

backwards


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Patterns and Learning


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The brain is a pattern seeking devicethat relates whole concepts to oneanother and looks for similarities,

differences, or relationshipsbetween them. (Ratey, 2002, pg.5)

Sociology Psychology

Patterns that Aid Learning--


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gMapping

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Reading a textbook


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Reading a textbook

90% of the time the 1st sentence of a paragraph

is the Main Idea of theparagraph

Reading Patterns


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Reading Patterns

Lists Sequences

Definitions

Cause and Effect Similarity and

Difference

Spatial Order


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Information Learned in a


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Complete Pattern

When information is learned as partof a whole (a complete pattern) itbecomes easier to recall.

Stimulating any part of the

pattern can lead to the recall of thewhole pattern.

Baseball Players Positions


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Baseball Players Positions



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However, if all a person did was memorize the namesin order 1-9 trouble!!!

Questions


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Questions

1. What are the most commonpatterns found in your coursecontent?

2. What patterns of presenting

information to students have you

found to be most effective?

3. Are there information patterns you

find students struggle to recognize

References


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References

Bjork, R. A. (1994) Memory and Metamemory consideration in the training of human beings. In J.Metcalfe & A. Shimamura

(Eds) Metacognition: Knowing about Knowing pp. 185-205. Cambridge, MA MIT Press. Bloom, Benjamin S. (Ed). (1956). Taxonomy of Educational Objectives: Theclassification of Educational Goals. Handbook I. Cognitive Domain (pp. 201-207). New York: McKay.

Caine, Renate; Caine, Geoffrey.Education on The Edge of Possibility. Alexandria, VA: Association forSupervision and Curriculum Development, 1997.

Damasio, A. R. (1994).Descartes' error: Emotion, reason, and the human brain. New York, NY,Grosset/Putnam

Diamond, Marion. (1988).Enriching Heredity: The Impact of the Environment on the Brain.New York,NY: Free Press.

Damasio AR: Fundamental Feelings. Nature 413:781, 2001.

.D. O. Hebb,1949 monograph, The Organization of Behavior

Dweck, Carol. Mindset The New Psychology of Success, 2006 random House, NY

References


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References

Medina, John, Brain Rules, Pear Press, 2008

Sylwester, R. A Celebration of Neurons An Educators Guide to the Human Brain, ASCD:1995

Sprenger, M. Learning and Memory The Brain in Action by, ASCD, 1999

.How People Learn by National Research Council editor John Bransford, National Research Council, 2000

Goldberg, E. The Executive Brain Frontal Lobes and the Civilized Mind ,Oxford University Press: 2001

Ratey, J. MD. Spark: The New Science of Exercise and the Brain, 2008, Little Brown

Ratey, J. MD :A Users Guide to the Brain, Pantheon Books: New York, 2001

Zull, James. The Art of Changing the Brain.2002, Stylus: Virginia

Weimer, Maryellen. Learner-Centered Teaching. Jossey-Bass, 2002

Sousa, David. How the Brain Learns(Corwin Press, Inc., 1998),


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The End

Documents

Montana State Brain Presentation 2010