Attentional States are aspects of learning that

are personally meaningful

JENSEN, CHAPTER 9

THIS IS IMPORTANT!

Advanced Organizer• We began to associate the brain with specific learning

– Individuality/uniqueness– Role of the different parts of the brain– Stages of learning – Cycles of learning– Optimal environmentcolor, presentations, etc.– Preparing the learnernutrition, pre-exposure, mind-mapping,

and relaxation– Differences between men and women– Importance of non-conscious learningT congruence,

appearance, expectations, control

• How do we get the child to pay attention using flexibility in teaching?

• Hooking the brain’s attentionHooking the brain’s attention– Brain pays attention to information that is Brain pays attention to information that is

critical to our survivalcritical to our survival– It prioritizes informationIt prioritizes information all the time (both all the time (both

consciously and unconsciously)consciously and unconsciously)– Any stimuli introduced into our immediate Any stimuli introduced into our immediate

environment which isenvironment which is• newnew• or sufficiently strongor sufficiently strongemotional intensity emotional intensity • will immediate get our attentionwill immediate get our attention

– Learners today are in stimuli overload so a Learners today are in stimuli overload so a calmed classcalmed class may seem may seem boringboring• So a teacher must present information in an So a teacher must present information in an

innovated and exciting mannerinnovated and exciting mannerengaging the engaging the learner’s attentionlearner’s attention

• What influences attentionWhat influences attention– The interaction of various factors such as:The interaction of various factors such as:

• Particular sensory inputParticular sensory input• The data intensity or perceived importanceThe data intensity or perceived importance• The brain chemical flavor of the moment (hormonal and The brain chemical flavor of the moment (hormonal and

neurotransmitter levels, and peptides)neurotransmitter levels, and peptides)

• The sequence of elements in the attentional The sequence of elements in the attentional process areprocess are– Initial alarm or noticeInitial alarm or notice visual information flowsvisual information flows– OrientationOrientation both ways back & forthboth ways back & forth– Identification andIdentification and from eyes to the thalamusfrom eyes to the thalamus

decision makingdecision making to the visual cortexto the visual cortex– The brain attentional headquarters corrects the The brain attentional headquarters corrects the

information received from the retinainformation received from the retina– This is the shaping mechanism that focus our This is the shaping mechanism that focus our

attention in one thing and corrects the brain to shut attention in one thing and corrects the brain to shut out not essential stimulusout not essential stimulus

• Too much attentionToo much attention– We absorb so much from the environment that at times We absorb so much from the environment that at times

it seems that we have stopped paying attention (being it seems that we have stopped paying attention (being overwhelmed) to what is importantoverwhelmed) to what is important

– This is the time to take down timeThis is the time to take down time– There are different points of view regarding paying There are different points of view regarding paying

attention:attention:• Younger students = 10-3-7Younger students = 10-3-7primacy and recency effectsprimacy and recency effects• Older students 13-2-5Older students 13-2-5• Another theory the child age in minutes of attention requiredAnother theory the child age in minutes of attention required

• Making meaningMaking meaning– Humans seek meaning (innate)Humans seek meaning (innate)it is what Piaget called it is what Piaget called

““equilibration”equilibration”• Equilibration occur after information is attended to and the brain Equilibration occur after information is attended to and the brain

seeks meaning by making connections with previous learningseeks meaning by making connections with previous learning• It never occurs while the individual is receiving informationIt never occurs while the individual is receiving information• It is like a period of incubation where ideas gelIt is like a period of incubation where ideas gelreflection timereflection time

– So as a teacher make sure that you have down timeSo as a teacher make sure that you have down time

• The chemistry of attention– Hormones, neurotransmitters, and peptides are the

chemicals produced in our brain when it is working• Acetylcholineneurotransmitter that induce

drowsinesslevels are higher in the afternoon and evening

• Norepinephrinehas to do with attention– Low no attention– Hi (hyper)attention

• Cortisol, vasopressing and endorphinsare released when we are under tension

– They are released in the body which responds immediately with actions:

» Pulse rate increases» Pupils contract» Skin becomes flushed

– All learning is state-dependent • So the emotional, postural and psychological state of the

students influence their learningcalmed safe classroom

• Role of laughter– Body reacts biochemically to laughter– Cathetered studentschanges in blood chemistry when viewing

a comedy• Increased white blood cells (fight infection)• Production of neurotransmitters critical for alertness and

memorylowers stress

– Encourage students to see learning as a pleasurable activity

• The chemistry of physical activity– Any learning that involves some sense of progress and control

by the learner may be expected to engage the pleasure centers of the brain = learning then becomes a pleasurable activity

– Passive learning does not require the activation of such centers, instead the stimuli is connected to the back section of the brain skipping the emotional centers, and therefore making learning more difficult

• Cross lateral re-pattering motions can have an immense influence on learningforces each side of the brain to talk to each other.

• Attention shifts– Our brain’s external-internal shift is frequent and

automatic– This shifting is essential: – Time to go inside

• In maintaining understanding link the past with

• Updating long-term memories present & future

• Strengthening our neural networks

– Two critical factors are important to

determine the amount of processing

time a person needs• The learner’s background in the subject

(amount of prior knowledge)

• Intensity and complexity of the

material

Are they on or off task?

I don’t know, I

can’t see it

• How we listen (research study results)– Right ear superior for listening, specially for

complex informationaccess to the left brain which processes very complex tones

– The right ear is the best ear for listening a new language…normal readers became dyslexic when they were forced to listen with left earsound therapy exercises may be a way to help dyslexics improve their ability to hear high frequencies

– Half people in the world change their voice response depending on which ear he receives information

– So watch your learners!!!

Balance ofChallenge &Mastery are

equal

TTime passesWithout

awarenessNo

struggle

• The best states for learning– Intrinsically challenged with material of

medium difficulty– Low to moderate stress: general relaxation

and feeling of safety– Immersed flow state– Curiosity and anticipation– Confusion (the student wants to make sense

of the situation)

• Matching challenge and mastery– Complex and moderately difficult mental tasks

increase brain activity (fMRI)– When challenge > skill = anxiety– When skill > challenge=boredom

What brainwaves can tell usBy observing (EEG) chemical reactions which produce electrical fields (HZ=times per second)

Delta 0-4Hz Deep sleep – no outer awarenessUseless for any type of learning (brain’s cleaning house)

Theta 4-8Hz Twilight/light sleep/meditativesleep learning and free associations of creative ideas

Alpha 8-12Hz Aware/relaxed/calmed/attentivealert state for listening and watching, but fairly passive

Beta 12-16Hz Normal/ waking consciousnessgreat for typical thinking, asking questions and problem solving

High Beta 16-30Hz Intense outer directed focusideal for intense states such as debating and performing

K Complex

30-35Hz The aha! Experienceflow

Super Beta

35-150Hz Extreme states (out of body experienceIntense state, not appropriate for school

Most Common Students

States

What the Teacher SeesWhat the Teacher Sees

Fear Restricted breathing; tighten muscles; and closed body posture

Anxiety Hyperactivity; lack of concentration; nail biting; asking irrelevant questions

Apathy Relaxed shoulders/posture; slow breathing; and no eye contact

Frustration Fidgeting and anxious movements; tightened muscles; and shortened breath

Confusion Makes faces; asks questions (relevant and irrelevant); and the “I can’t statement”

Boredom Trying to get attention from other students; drawing, and basically being what teachers called “off task”

Most desirable Most desirable

Student statesStudent states

What the teacher seesWhat the teacher sees

Anticipation Sitting erect in full attention; arrives early to class; ready to start

Self convincer Breathing shifts; and body rocks, tilts and rolls

Excitement Smiling face; same as anticipation

Curiosity Ask relevant questions

Celebration Smiling, getting other students involved

Enlightenment The aha! situation