Thirteen Things We Know about Learning that Can Improve Teaching

7/25/2019 Thirteen Things We Know about Learning that Can Improve Teaching

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A New Paradigm forStudent Learners

Developed by Professor Terry Doyle

Professor Emeritus Ferris State University

CE Learner Centered Tea!"ing Consultants

www#learner!enteredtea!"ing#wordpress#!om

doylet$ferris#edu
http://www.learnercenteredteaching.wordpress.com/http://www.learnercenteredteaching.wordpress.com/


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A New paradigm for Student Lea

Slides from t"e presentation are available a

www#learner!enteredtea!"ing#wordpress#!om


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%ere is our Professional bliga

&e must follow w"ere t"eresear!" leads us even if itma'es us un!omfortable orresults in ma(or !"anges in

our tea!"ing pra!ti!es#


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%ere is ur C"allenge)

&e as tea!"ers !an*t ma'einformed de!isions aboutw"i!" tea!"ingapproa!"es or tools to use

if we don*t +rst understand"ow our students learn#


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%ere is ur C"allenge)

To understand "ow ourstudents learn we mustunderstand "ow t"eir brainsta'e in, pro!ess, and retrieveinformation as well as t"enumerous fa!tors t"at a-e!tt"ese pro!esses#


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. /ey Tea!"ing 0uestions

1#&"at Content S"ould 2Tea!")

&"at would ma'e us"appy t"at our students

still 'new and !ouldapplyfrom t"e !ontentand s'ills of our !oursea year later)


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3# &"at !an students doon t"eir own)

&"at 'nowledge and s'illsdo students need our "elp

to learn and w"at !an t"eyloo' up and learn on t"eirown)


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.# &"at is t"e best use of our

time)

&"at tea!"ing a!tionsoptimi4e t"e opportunitiesfor students to master t"e

learning out!omes of our!ourses)


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An ld &orld 5iew of Learni

6uido Sardu!!i Five 7inute University


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Edu!ating for Life Long Learn

Cramming and forgetting will not !ut it in todworld and in t"e future our students are fa!i


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T"e %uman 8rain 7yt"s and 7ista'


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Forget t"at 9ig"t:Left 8rain Stu-

T"e "uman brain wor's asa !omple; design ofintegrated systems nott"roug" spe!iali4ed and

!ompeting rig"t and leftbrain fun!tions#


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&e only use 1= > of our 8rain

8rain s!ans "ave s"own t"atno matter w"at one is doing,brains are always a!tive#

Some areas are more a!tiveat any one time t"an ot"ers,but barring brain damage,t"ere is no part of t"e braint"at is absolutely notfun!tioning#


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No S!ien!e 8e"ind Learning Sty

there is no adequateevidence base to justifyincorporating learningstyles assessments intogeneral educational

practice


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Evolution and Learning

&e are all visual andauditory learnersevolution made !ertain of

it#


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T"e 8rain !an*t 7ultitas' w"en Comes to Learning


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7ultitas'ing and ClassroomLearning


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7ultitas'ing and t"e 8rain*s 9eSystem

Some be"aviors, su!" as te;ting or

using so!ial media, trigger t"e brain*sreward system#n!e t"e brain "aslin'ed a be"avior to t"at reward, it!ontinues to see' t"e reward againand again#

T"at*s w"y !ollege students mig"t opt

for t"e reward of so!ial media w"ent"ey s"ould be studying# r w"y t"eyrespond to te;ts w"ile driving#


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Studies on 7ultitas'ing

7ultitas'ing de!reases mental resour!esneeded for new learning and study< Newman /ellert and ust 3==GB

T"e amount of brain a!tivation in t"eareas needed for new learning is mu!"less t"en w"en a single tas' is beinglearned#


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%eavy multitas'ing s"ortensattention spans#


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2t gives value to all stimuli sodistra!tibility in!reases#


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T"e %uman 8rain

T"e "uman brain weig"sabout t"ree


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&e are 8orn to Learn

T"e brain was meant to e;plore and learn


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T"e De+nition of Learning

Learning is a !"ange int"e neuron:patterns oft"e brain#


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Tea!"ers* De+nition of Learning

Learning is t"e ability to use information aftersigni+!ant periods of disuse

and

it is t"e ability to use t"e information to solveproblems t"at arise in a !onte;t di-erent


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A New Paradigm for Student Learis Needed

1# Students need to preparet"eir brains for learningea!" day#

3# Students need to followt"e new brain resear!" for"ow to ta'e in, pro!ess andretrieve information#


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Preparing to Learn

T"e simple but importants"ift in our understandingis :::t"at if t"e brain is

prepared to learn greatersu!!ess o!!urs#


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Preparation for Learning 7eans Students%ave Addressed t"ese Four Areas

T"e brain needs tofun!tion e-e!tively@

1# %ydration

3# Proper Diet


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%ydration and t"e 8rain

ne of t"e most fas!inatingaspe!ts of neurons is t"att"ey store water in tinyballoon:li'e stru!tures !alledva!uoles#

&ater is essential for optimalbrain "ealt" and fun!tion


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&ater is needed for t"e brainMsprodu!tion of t"e "ormones andneurotransmitters w"i!" 'ey t"ebrain*s !ommuni!ation system#

Nerve transmission reKuires one:

"alf of all t"e brain*s energy#


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&"en you lose too mu!"water your brain !ells losee!ien!y#


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&"y t"e 8rain Needs &ater

De"ydration !an impairs"ort:term memoryfun!tion and t"e re!all oflong:term memories#


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Even mild levels ofde"ydration !an impa!ts!"ool performan!e#

< Norman, 3=13B


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Symptoms of De"ydration

1# T"irsty

3# Dry mout"

.# &ea'ness

J# Di44iness

# %eart pounding

# Fainting

G# Less or dar' yellow urine

I# No tears

?# 7us!le !ramps

1=# Tired


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Easy Solutions

1#Understand you lose 3 lbs ofwater w"ile you sleep so youneed to "ydrate w"en youwa'e up#

3# &ater is bestdrin' w"en

t"irsty#

.# Soda, i!ed tea, !o-ee or ot"erdrin's li'e 6atorade are 3ndbest#


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Too 7u!" &ater is Dangerous

&e don*t need to drin' Iglasses of water a day#

Drin' w"en t"irsty#

Too mu!" water puts addedpressure on your "eart andblood vessels and on your'idneys#


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Diet and Learning

ONeurons are living !ellswit" a metabolism, andt"ey need glu!ose in orderto fun!tion#

6lu!ose is t"e fuel of t"e

brain (ust li'e gasoline ist"e fuel of your !ar#


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Diet and Learning

Q So by t"e end of t"eday, if weMve spent toomu!" time on tas's t"atarenMt !riti!al, wee;perien!e mentalfatigue, and we donMt "ave t"e

energy left to do t"et"ings t"at really matter#


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T"e 8rains Energy Sour!e

8e!ause neurons !annotstore glu!ose, t"ey dependon t"e bloodstream todeliver a !onstant supply of

t"is pre!ious fuel#


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Diet and Learning

T"is supply in t"e form of

blood sugar is obtained from abalan!ed diet and regular food!onsumption t"roug"out t"eday#


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Diet and Learning

Too mu!" sugar or re+ned!arbo"ydrates at one time,"owever, !an a!tuallydeprive your brain ofglu!oseRdepleting itsenergy supply and!ompromising your brainMspower to !on!entrate,remember, and learn#


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Diet and Learning

For learners, t"is resear!"on diet implies t"at t"e!ontents and timing ofmeals may need to be

!oordinated to "ave t"emost bene+!ial !ognitivee-e!ts t"at en"an!elearning#

&eb 7D Food 9e!ommendations


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&eb 7D Food 9e!ommendations%ealt"y 8rain Fun!tion 8lueberries

Avo!adoes

Dar' C"o!olate

Nuts and seeds

8eans

Fres" brewed Tea

&"ole 6rains

&ild Salmon


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E;er!ise, Learning and 7emory


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7ovement and Learning

Natural sele!tiondeveloped a "uman brainto solve problems ofsurvival in outdoor,unstable environmentsw"ile in almost !onstantmotion#


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7ovement and Learning

ur brains were s"aped and

s"arpened by movement#

&e !ontinue to reKuireregular p"ysi!al a!tivity inorder for our brains tofun!tion optimally#


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E;er!ise and Learning

E;er!ise is t"e single mostimportant t"ing a person!an do to improve t"eirlearning#


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E;er!ise "as a Dire!t 2mpa!t on8rain1#improve t"e !onne!tions between

nerve !ells

3#!reates new synapses

.#grows new neurons and bloodvessels

J#improves !ell energy and e!ien!y#


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E;er!ise Stimulates NewCell Produ!tion

&"en we e;er!ise, newbrain !ells are born in t"e"ippo!ampus: t"e brainMsgateway to new memories#

Postal, 3=1J

i d i


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E;er!ise and Learning

%ig" fat diets "ave beens"own to blo!' new brain!ell growt"#

E;er!ise 2n!reases Attention


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E;er!ise 2n!reases Attentionand Con!entration E;er!ise dire!tly

stimulates t"edorsolateral prefrontal!orti!es: t"e brain regionsresponsible for @

fo!us,

!on!entration, organi4ation,

planning#

E;er!ise 8oost t"e 8rain*s


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E;er!ise 8oost t"e 8rain sAbility to Learn

E;er!ise in!reases produ!tion of neurotransmitters t"at "elp@

1# 7otivation3# Patien!e.# 7ood


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E;er!ise !an En"an!e Learning

Studies also s"ow t"atfollowing e;er!ise, problemsolving, memory, andattention improve#

Postal, 3=1J

E;er!ise 2n!reases Produ!tion of 8D


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E;er!ise 2n!reases Produ!tion of 8D

8DNF


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E;er!ise 2n!reases Produ!tion of8DNF 8DNF


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E;er!ise Produ!es 8DNF

2mproves brain

"ealt"

2s a stress ino!ulator

7a'es t"e brain!ells more resilient


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8DNF and E;er!ise

O2n parti!ular 8DNF seems to be important for lo

memories


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Cognitive 8ene+ts in a Pill

9esear!"ers from t"e Dana:Farber Can!er 2nstitute a

%arvard 7edi!al S!"ool


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E;er!ise, Stress and Learning

E;er!ise "elps redu!e t"e

a-e!ts of stress on t"e brain#

E;er!ise unleas"es a !as!adeof neuro!"emi!als and growt"fa!tors t"at !an reversedamage done by stress,

p"ysi!ally bolstering t"ebrainMs infrastru!ture#


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S"ort Term Stress

A!ute stress a!tivates

sele!tive C9% mole!ules


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%ow Sleep E-e!ts Learning and7emory


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7emory

Sleep 7emory and Learning


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Sleep, 7emory and Learning

= to G= million adults in

t"e United States alone"ave a sleep orwa'efulness disorder,a!!ording to t"e Centersfor Disease Control and

Prevention#

T"e Power of Sleep
http://io9.com/why-is-it-so-impossible-to-get-out-of-bed-in-the-mornin-1348209324http://io9.com/the-science-of-insomnia-506798525http://io9.com/the-science-of-insomnia-506798525http://io9.com/why-is-it-so-impossible-to-get-out-of-bed-in-the-mornin-1348209324


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T"e Power of Sleep

O6iven t"e latest resear!" on t"efun!tions of sleep, s'imping on sloo'ing li'e a worse and worse stdealing wit" t"e demands of dail


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Students Need)

Adults need between Gand ? "ours of sleep pernig"t and teenagersneedat least ? "ours of sleep anig"t#

Sleep Deprivation


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Sleep Deprivation

Sleep Deprivation results in@

Poor attention

2rritability

Di!ulty wit" memory

2n!reased ris' ta'ing andimpulsivity

Slowed rea!tion time

7emories are 7ade During Slee


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7emories are 7ade During Slee

Sleep resear!"ers nowagree t"at sleep playsan important role int"e formation of long

term memories #


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Learning 9eadiness and SleepDuring sleep ele!tri!al impulses"elp to s"ift memories from t"e

brainMs "ippo!ampus :: w"i!" "aslimited storagespa!e :: to t"enearly limitless prefrontal !orte;Ms#

T"is frees up t"e "ippo!ampus tota'e in fres" data


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Learning 9eadiness and Sleep

QA lot of t"at spindle:ri!"sleep is o!!urring t"e se!ond"alf of t"e nig"t, so if yousleep si; "ours or less,youare s"ort!"anging yourself

and impeding your learningO


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9e"earsal of Learning before Sle

A 3=13 study out of t"eUniversity of Notre Dame!on+rms t"at sleeping dire!tlyafter learning somet"ing newis bene+!ial for memory#


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9e"earsal of Learning before Sle

Oit would be a good t"ingto re"earse anyinformation you need toremember (ust prior togoing to bed#


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Sleep, Creativity and Problem So

Sleep also seems to

reorgani4e memories,e;tra!ting t"e emotionaldetails and re!on+guringt"e memory to "elp usprodu!e new and !reative

ideas#


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Awa'e but - Line

New +ndings suggest t"at w"ent"e brain is sleep deprived event"oug" t"e person is fully awa'et"e neurons used for importantmental tas' swit!" o-#


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Awa'e but - Line

T"is is li'ely to "ave

!onseKuen!es onmental performan!eand we li'ely fun!tionless well t"e longer

we*ve been awa'e#


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p K

3=13 study from t"e

University of Ar'ansasSleep and Learning Lab!on!luded t"at studentst"at !onsistently got lesst"an t"e re!ommended G:I

"ours of sleep ea!" nig"t"ad a one "alf grade lower6PA*s t"an students wit"G:I "ours of sleep#

No Eig"t *!lo!' Classes


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g

T"e University of Ar'ansasstudy went so far as tore!ommend t"at !ollegesand universities !onsidernot o-ering I am !lasses#

Sleep Study University of 7inne


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p y y

9esults indi!ated a

signi+!ant positive!orrelation betweenamount of sleep per nig"twit" 6PA#

Also a signi+!ant negative!orrelation betweenaverage number of daysper wee' t"at studentsobtained less t"an +ve"ours of sleep and 6PA#

Can we ban' sleep)


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p

8an' sleepnot really

8ut w"en sleep deprivedyou !an !at!" up wit"re!overy sleep#

&"en you 'now you will"ave to be sleep deprivedit is valuable to sleep wellt"e day before#

Nig"ttime Lig"t and Sleep


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g g p

Nig"ttime lig"t e;posure

espe!ially to t"e blue lig"tof T5, !omputers,!ellp"ones and iPadssuppresses melatonin Rt"e"ormone t"at !ontrols our

wa'e and sleep !y!les

Nig"ttime Lig"t and Sleep


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g g p

ne "our of normal roomlig"ting


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Compared wit" dim lig"t,

e;posure to room lig"tbefore bedtime suppressedmelatonin, resulting in alater melatonin onset in??#=> of individuals ands"ortening melatonin

duration by about ?= min#


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&earing a pair of amber lensed googles#

T"ese blue:blo!'ing lenses are "ig"lye-e!tive in redu!ing t"e e-e!ts of bluelig"t e;posure#

New lenses "ave been developed t"at now blo!' t"e blue lig"t#

&ood 81,9ea 7S, Plitni!' 8,Figueiro 76,3=1.

Naps Can 2mprove Learning9eadiness
http://www.ncbi.nlm.nih.gov/pubmed/22850476http://www.ncbi.nlm.nih.gov/pubmed/22850476http://www.ncbi.nlm.nih.gov/pubmed/22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Wood%20B%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Rea%20MS%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Rea%20MS%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Plitnick%20B%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Plitnick%20B%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Figueiro%20MG%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Figueiro%20MG%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Figueiro%20MG%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Plitnick%20B%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Rea%20MS%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Wood%20B%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed/22850476http://www.ncbi.nlm.nih.gov/pubmed/22850476http://www.ncbi.nlm.nih.gov/pubmed/22850476


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9eadinessT"e newest resear!"

suggest a nap of ?=minutes is ideal for truerefres"ment and improved!ognitive readiness forlearning#

LE8, 3=1J

9est after Learning 2mproves 9e


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Neuros!ientist Lila Dava!"i

of NU found t"at during restperiods following newlearning t"e areas of t"ebrain used during newlearning were (ust as a!tiveas t"ey were w"en t"ey were

learning t"e tas' R

Dr Lila Dava!"i, NUMs Department of Psy!"ology and Centerfor Neural S!ien!e#

Signi+!an!e of t"is Finding


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T"e greater t"e !orrelation

between rest and learningt"e greater t"e !"an!e ofremembering t"e tas' inlater tests#

OTa'ing a


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Students Need to be Using

NT

Spa!ed Learning


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Spa!ed learning studies

"ave s"own t"at regulargaps between learningw"i!" allow t"e brain timeto en!ode learning, "ave"elped primary s!"ool!"ildren read more

e-e!tively and "aveimproved surgi!al s'ills ofmedi!al students#

Spa!ed Learning


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8rain s!ans "avesuggested t"at!onne!tions betweenneurons in!rease ifstimulus is repeatedseveral times wit"intervals of ina!tivity#

Senses Create 7ultiple Pat"waysLearning and 7emory


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Learning and 7emory

T"e more senses used

in learning t"e morepossible !onne!tionsto prior 'nowledge andt"e more pat"ways are

available for re!all#

ur 7ost Powerful Sense forLearning is 5ision


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g ..> of t"e "uman brain is

devoted to vision#

5ision is intri!ate to oursurvival#

5ision ma'es powerfulmemories#

&e Learn in Patterns


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T"e brain is a pattern see'ing devi!e t"at relates w"ole!on!epts to one anot"er and loo's for similarities,

di-eren!es, or relations"ips between t"em#


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&"i!" of t"e followingslides is easier toremember and &%)


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SL2DE NE

4915802979

Slide Two


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(491) 580-2979

Common Patterns for Learning


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Similarity andDi-eren!e

Cause and E-e!t

Comparison and

Contrast

2n students* ownwords

E!ient 7emory Formation


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Cramming


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T"e s"ort:term advantage

of study pra!ti!e s"owst"at !ramming !animprove e;am s!ores#

Carrier Pas"ler, 1??3 9oediger /arpi!'e,3==b T"ompson, &enger, 8artling, 1?GI&enger, T"ompson, 8artling, 1?I=&"eeler, Ewers, 8uonanno, 3==.

%owever, if t"e gopra!ti!e is long:terretention of !oursematerial, !ramminappears to be an

irrationalbe"avior#

T"e T"ree 9ules of 7emory


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T"ree 9ules

1#9epetition over time


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1= to 3= > of retrieval

intervalsif studyingfa!ts#

Test in . wee's V31 days#

Study every 3:. days#


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Do you 'now t"e lyri!s tosongs t"at you did not try tolearn and do not want to 'nowt"e lyri!s to)

ES

&"y Students Forget


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Review helps to limit the 3 Sins of Memor

commonly occur among students1. Blocking information stored !ut can"t !

accessed #Schacter$ %&&1'

%. Misattri!ution attri!uting a memory to

wrong situation or source #(ola$ %&&%'

3. )ransience memory lost over time *+,lecture is lost in the -rst hour#Schacter$ %&&1'

Notes and ot"er resear!" +ndin


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Spa!ed Learning


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% year study of Spaced earning$ /ueen"s

0niversity Belfast 3,3= pupils around S"eeld will be given regul

between learning before t"e sub(e!t is repeated

Lesson gaps will begin at (ust 1= minutes long, ae;tend to a full day or more#

%#S# Start Times


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.1,I== pupils from 1= s!"ools a!ross t"e !ountry will movestart times to 1=am for years 1= and 11 of "ig" s!"ool#

T"e main trial will ta'e pla!e over two years and !"ildren wgiven lessons on t"e importan!e of sleep for learning#

Several re!ent studies in t"e US "ave s"own t"at later startto improved edu!ation and "ealt" out!omes#

2t will be t"e +rst large s!ale randomi4ed trial e;ploring w"e1=am start time !ould "ave signi+!ant bene+t to teenage p

Professor 9ussell Foster, Dire!tor of t"e ;ford University SlCir!adian Neuros!ien!e 2nstitute said@ O9e!ent advan!es in understanding of t"e neuros!ien!e of sleep "as s"own t"at !lo!' of teenagers is delayed#

Un!ertain 9ewards


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Neuros!ien!e +ndings suggest t"at learning is improved w"en t"e rewasu!!ess is un!ertain#

Pupils will !ompete in Kui4 teams to gain points will be determined by sp&"eel of Fortune#

Eviden!e suggests t"at not being sure of a reward in!reases dopamine lbrain and engagement in learning#

Dr Paul %oward ones, 8ristol University said, O&e 'now answering Kues!lass is important for studentsM learning but, based on our understandingbrainMs reward system, we will be en!ouraging all students to !ontinuousKuestions as part of a game# Students will need a !ombination of lu!' an

to win# Current resear!" suggests t"is is more motivating and e-e!tive flearning#

O6ames in t"e !lassroom may do more t"an (ust ma'e learning fun# Evidsuggests t"ey !an stimulate t"e brainMs reward system in ways t"at a!!elearning# &eMre very e;!ited about t"e !"an!e to test t"is idea#

it to Study$ 2ford 0niversity and 2ford B


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1=,== pupils from G= s!"ools a!ross ;fords"ire will ta'e part in t"ree J= minof aerobi! e;er!ises ea!" wee'

Neuros!ien!e eviden!e "as s"own several bene+!ial e-e!ts of e;er!ise on brain!reasing attention spans and "elping to grow bot" grey and w"ite matter#

E;er!ise also "as t"e immediate bene+t of in!reasing blood Wow to t"e brain wimportant for t"e generation of new neurons#

Eviden!e "as suggested t"at learning is in!reased if a!tivities are new and p"y!"allenging, so t"e e;er!ises will for!e !"ildren to be!ome breat"less, w"ile almotor s'ills#

Professor %eidi o"ansen:8erg, a &ell!ome Trust Senior 9esear!" Fellow at t"e;ford, said@ OC"ildren are living in!reasingly sedentary lives and t"ere is !onss!ope for in!reasing t"eir a!tivity levels# &e all 'now t"at e;er!ise is good for resear!" suggests t"at it*s also good for t"e brain#

Q&e t"erefore t"in' t"at ma'ing PE lessons more a!tive !ould boost subseKueperforman!e and a!ademi! out!omes over a longer time, but t"e only way to is to test t"e idea# 2*m loo'ing forward to wor'ing wit" s!"ools to +nd out more

8rain*s 9eward System


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9oper*s team reported t"e +ndings September 1= in Psychological Scie

OT"e study demonstrates t"at t"e attention of adoles!ents is espe!ially

rewarding information, says 8rian Anderson# A psy!"ologist at o"ns %University in 8altimore, 7d#, "e was not involved wit" t"e study# T"ese "elp e;plain w"y teens engage in ris'y be"avior, "e says#

Some be"aviors, su!" as te;ting or using so!ial media, trigger t"e brainsystem#n!e t"e teenage brain "as lin'ed a be"avior to t"at reward, itto see' t"e reward again and again# T"at*s w"y teens are li'ely to opt freward of so!ial media w"en t"ey s"ould be studying# r w"y t"ey respte;ts w"ile driving#

%ow !an someone over!ome t"eir brain*s attempts to distra!t) 5aidya sp"ysi!ally removing distra!tions w"enever possible# S"ut down t"e p"odriving or dis!onne!t from &i:Fi w"ile doing "omewor'# &"en distra!tioreadily available, it will be easier to fo!us attention on t"e t"ings t"at mLi'e arriving "ome safely#

9eferen!es


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R44R4564S

"ttp@www#brainadvan!e#org Allen, Corinne


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8lig", D# A#


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"ttp@www#brainadvan!e#org Allen, Corinne


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Crisp, 8#


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Crisp, 8#


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Ebbing"aus, %#


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%art, P#


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/err, N#L#


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g y p"ttp@www#edu!ause#eduEL2Aut"enti!Learningfort"e31stCen1G?

Lowinson, #, 9ui4, P#, 7illman, 9#, Langrod, #


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7!/ea!"ie, # for the beginning college teacher, 6hange80p> in lectures. )eaching Resources 6enter$ ?ndiana 0niversity. Retrieved March 1$ %&11 from [email protected]*&1Aarticle1.htm 7int4es, # #, &andersee, # %#, Nova', # D#


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Nova', # D#


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( gindu!ed neuronal reverberation during slow:wave sleep in multiple forebrain areas# P.oS "iology,*


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Spiller, D# to promote student learning&9etrieved Nov 1, 3=1= from "ttp@www#do!sto!#!omdo!s3JJ.II?Assessment:Feelearning

Star', L# A#


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5oss, #, 6onsalves, 8#, Federmeier, /#, Tranel, D#, Co"en, Neal#


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%organ, #


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Do you ever !omplain t"at your students !an t t"in' !ritSome re!ent resear!" indi!ates t"at frontal lobes don*t f

develop until around ages 1I:3# ust li'e ot"er brain pro"owever, e;perien!e is ne!essary to develop t"is regionof e;pe!ting your students to (ust "ave t"is ability, "elp develop it t"roug" s!a-olding and e;pli!it instru!tion# Ain mind t"at many of t"e a!tivities we give students area!tivities involving wor'ing memory


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g g p y!ourse we are using it in our language!lassrooms Neuros!ientists are

!onvin!ed t"at t"e earlier a se!ondlanguage is learned in s!"ool t"e better,and e;press !on!ern t"at t"e +eld ofedu!ation "as not !"anged signi+!antlyin response to t"is information# &e 'nowt"at be!oming Wuent enoug" in ase!ond language to perform a!ademi!tas's in t"at language a!tually en"an!es

one*s overall t"in'ing, wit" improved!ognition in !lassi+!ation s'ills, !on!eptformation, analogi!al reasoning, visual:spatial s'ills, and !reativity


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!ould range from +ve to 1= "ours#

T"e 'ey is +nding t"e rig"t amount of sleep t"at allows your brain to !omplete its

before rebooting for t"e ne;t day# 2f you get tired during t"e day, lose !on!entration or fo!us, even o!!asionally, ea!

!"an!es are youMre not getting enoug" sleep#

U&:7adison sleep resear!"er Dr# C"iara Cirelli said#

Cirelli "as been !alled a ro!' star of sleep# S"eMs one of t"e leading sleep resear!"eworld

9ead more@"ttp@www#wisn#!omnewssleep:is:more:about:resting:brain:t"an:body:uw:resear!JG..IJi;443uS.;n?IS

9ead more@"ttp@www#wisn#!omnewssleep:is:more:about:resting:brain:t"an:body:uw:resear!G..IJi;443uS.alGJl
http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384#ixzz2uS3xn98Shttp://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384#ixzz2uS3xn98Shttp://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384#ixzz2uS3al74lhttp://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384#ixzz2uS3al74lhttp://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384#ixzz2uS3al74lhttp://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384#ixzz2uS3al74lhttp://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384#ixzz2uS3xn98Shttp://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384#ixzz2uS3xn98S


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Thirteen Things We Know about Learning that Can Improve Teaching