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Mentoring the Mind: Neuropedagogy and the Development of Critical
ThoughtElizabeth Perry, PhDRochester Institute of Technology
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Ever since I was a child I have had this instinctive urge for expansion and growth. To me, the function and duty of a quality human being is the sincere and honest development of one's potential. Bruce Lee
All that is valuable in human society depends upon the opportunity for development accorded the individual.
Albert Einstein
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Today:
Introductions and opening exercise
Brief overview of the human nervous system
Human nervous system developmentIn uteroPostnatal nervous system development
Interactions between environment and post-natal development
Impact of the endocrine system and emotions on learning
Implications for pedagogy
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Paper, crayons , markers and the luxury of choice!
Please takes a few pieces of paper, and some writing/drawing tools of your choice
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Paper, crayons , markers and the luxury of choice!
Please takes a few pieces of paper, and some writing/drawing tools of your choice
1st -- draw something (anything!)
2nd -- write down what you think is most important in education
3rd -- think about your earliest childhood memories and (briefly) record what you can remember. Think about what made this memory salient
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Introductions:
Please share your name, school/dept and (optional) what you think is most critical in creating an environment for successful learning
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Elizabeth Kriscenski Perry, 1964 Connecticut
•Great at home enrichment—read before 3—yearned to go to school
•Thought K-3 was a total waste of time•Started hating school around 4th grade—couldn’t memorize the times tables•Scored really high on all standardized tests
•Had two great 7th & 8th grade teachers, started working at a strawberry farm/cider mill, and was the youngest member of a weekly radio show called “Teen Talk”•Spent summer sessions at Talcott Mountain Science Center in Avon, CT
•Won a partial scholarship to Miss Porter’s School in Farmington CT—did well in early science but was uninspired by teachers—fell in love with literature and art—
English teacher best ever in my life
•Was admitted to Brown University, Providence RI—learned to row, and had one amazing class “Ambition and Hedonism in American Culture: The Crack of Doom on the Hydrogen Jukebox”
•10+ years later went back to school for Psychology, switched back to Biology
•Went straight on for a MS and PhD in Neuroscience
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•Post-doctoral fellow ship in developmental neuroscience
•Laboratory research
•Taught in an alternative high school/GED program for 15-21 year olds
•Grants officer
•Interim Head of School at a small private Montessori School
•Lecturer at RIT for 4 years—primarily in the Biomedical Sciences program, but also other bio-related programs, and General Science Exploration.
•My own next round of education (formal classes of some kind) art and /or architecture
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My conclusions/assertions:
Human beings are “wired” to learn—this is one of our defining characteristics
All education should harness this natural tendency
Must begin with a real (fact-based) understanding of human development and the anatomical substrates of learning
Good education must also utilize the strong interdependence of emotion and learning
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Education is a human right with immense power to transform. On its foundation rest the cornerstones of freedom, democracy and sustainable human development.
Kofi Annan (Ghanaian diplomat, seventh secretary-general of the United Nations, 2001 Nobel Peace Prize.)
Questions or comments?
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Speed review of the human nervous system
Warn about a couple of autopsy photos of the exposed brain
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Cerebellum
http://www.anatomyatlases.org/
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Ramon y Cahal drawings of silver stained PKJ neurons
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Cerebellum is involved with motor learning and coordination.
Additional research has demonstrated that the CBL is also heavily involved in other learning and cognition—and has a strong role is both language skills, modulation of sensory information and emotion.
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Corpus callosum
200–250 million contralateral projections
“grey matter” vs “white matter”
cingulate gyrus“sulci and gyri”
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Diencephalon
Thalamus—relay to the cortex; regulation of sleep & wakefulness
Hypothalamus—contain many small nuclei with diverse function
Talk about old vs. new structures—and cortical inhibition of deeper structures
aka— “lizard brain”—road rage and alcohol
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Hypothalamic Control of Appetite and Food Intake
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Region Area Nucleus Function[6]
Anterior
Medial
Medial preoptic nucleus •urinary bladder contraction •Decreased heart rate •Decreased blood pressure
Supraoptic nucleus (SO) •vasopressin release
Paraventricular nucleus (PV) •oxytocin release •vasopressin release[7]
Anterior hypothalamic nucleus (AH)
•thermoregulation •panting •sweating •thyrotropin inhibition
Suprachiasmatic nucleus (SC) •vasopressin release •Circadian rhythms
Lateral
Lateral preoptic nucleus
Lateral nucleus (LT) •thirst and hunger
Part of supraoptic nucleus (SO) •vasopressin release
Tuberal
Medial
Dorsomedial hypothalamic nucleus (DM)
•GI stimulation
Ventromedial nucleus (VM) •satiety •neurendocrine control
•Arcuate nucleus (AR) neurendocrine control
Lateral Lateral nucleus (LT) •thirst and hunger
Lateral tuberal nuclei
Posterior Medial
Mammillary nuclei (part of mammillary bodies) (MB)
•feeding reflexes
Posterior nucleus (PN) •Increase blood pressure •pupillary dilation •shivering
Lateral Lateral nucleus (LT)
The hypothalamic nuclei include the following:[3][4][5]
http://psychology.wikia.com/wiki/Hypothalamic
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“The hypothalamus is a neuroendocrine organ” Squire p.905Contains cells that bridge neuronal and endocrine definitions. Feature neurotransmitters and neuropeptides. Released not at a synapse—but into the bloodstream (the portal capillary plexus).
Hypophyseal portal system
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Limbic system
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From Clinical Neuroanatomy and Neurophysiology ed.8Gilman & Newman
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Lateral ventricles
Choroid plexus—manufactures cerebral spinal fluid (CSF)
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Blood supply
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Blood brain barrier
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Autonomic nervous system
Enteric nervous system (ENS)
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From Kandel & Schwartz, Principles of Neuroscience
“The three main parts of the brain (forebrain, midbrain and hindbrain) originate as prominent swellings at the head end of the early neural tube. In human beings, the cerebral hemispheres eventually overgrow the midbrain, medulla, and pons, and also partly obscure the cerebellum…..
Assuming that the fully developed human brain contains on the order of 100 billion neurons and that virtually no new neurons are added after birth, once can calculate that neurons must be generated in the developing brain at an average rate of more than 250,000/min.”Samuel Schacher in Kandel & Schwartz
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Human primary visual cortex
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PRENATAL NERVOUS SYSTEM DEVELOPMENT
Cell birth/division
Cell pruning
Cell migration
Rough wiring
THIS DETERMINES A SIGNIFICANT AMOUNT OF POSTNATAL CAPACITY
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POST-NATAL NERVOUS SYSTEM DEVELOPMENT
this is where our work is!
Myelination
Synaptogenesis
Critical Windows
There was never a child so lovely but his mother was glad to get him to sleep. ~Ralph Waldo Emerson
Children are one third of our population and all of our future.
~Select Panel for the Promotion of Child Health, 1981
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“generic” Neuron
dendrites
Myelin sheath
Nodes of Ranvier
Cell nucleus
SYN
APSE
Axonal endings
Information flow
SYN
APSE
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Myelination
Cross section of an axon
Cell body of a myelinating cell
Layer upon layer of lipid membrane
Mitochondria
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dendrites
Myelin sheath
Nodes of Ranvier
Cell nucleus
SYN
APSE
Axonal endings
Information flow
SYN
APSE
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Synapse imagery (zebrafish)From the lab of Rita Balice-Gordon, Ph.D, U Penn
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Ramon y Cahal
Rate of neuron growth (early pregnancy) = 250,000 neurons/minute
Length of spiny terminals of a Purkinje cell = 40,700 micron
Number spines on a Purkinje cell dendritic branchlet = 61,000
Surface area of cerebellar cortex = 50,000 cm2 (from G.M. Shepherd, The Synaptic Organization of the Brain, 1998, p. 255)
Weight of adult cerebellum = 150 grams (Afifi, A.K. and Bergman, R.A., Functional Neuroanatomy, New York: McGraw-Hill, 1998)
Number of Purkinje cells = 15-26 million
Number of synapses made on a Purkinje cell = up to 200,000
http://faculty.washington.edu/chudler/facts.html
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Cortical Neurons
Cortical synaptogenesis and post-natal wiring
Elaborate networks of cortical neurons & gliaencorbio.com
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Total number of neurons in cerebral cortex = 10 billion (from G.M. Shepherd, The Synaptic Organization of the Brain, 1998, p. 6). However, C. Koch lists the total number of neurons in the cerebral cortex at 20 billion (Biophysics of Computation. Information Processing in Single Neurons, New York: Oxford Univ. Press, 1999, page 87).
Total number of synapses in cerebral cortex = 60 trillion (yes, trillion) (from G.M. Shepherd, The Synaptic Organization of the Brain, 1998, p. 6). However, C. Koch lists the total synapses in the cerebral cortex at 240 trillion (Biophysics of Computation. Information Processing in Single Neurons, New York: Oxford Univ. Press, 1999, page 87).
Percentage of total cerebral cortex volume (human): frontal lobe = 41%; temporal lobe = 22%; parietal lobe = 19%; occipital lobe = 18%. (Caviness Jr., et al. Cerebral Cortex, 8:372-384, 1998.)
Number of cortical layers = 6
Thickness of cerebral cortex = 1.5-4.5 mm
http://faculty.washington.edu/chudler/facts.html
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Developmental Windows and Neuropedagogy
•Perinatal Period/ Early Infancy
•Late Infancy/Toddler
•Preschool
•Elementary
•Adolescence
•Early adulthood
•Middle age and late adulthood
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In humans, the brain usually triples in mass/weight during the first year—not through an increase in neuronal cell number. Increase results from glial cell proliferation, myelination (and to some degree synaptogenesis).
1. Sagittal suture
2. Anterior (frontal) fontanel
3. Coronal suture
4. Frontal bones
The flat bones of the skull are separated by areas of fibrous connective tissue that provide spaces between the developing bones. These areas (called fontanels, or soft spots) permit the skull to undergo changes of shape during birth and allow for rapid growth of the brain during infancy. Ossification of the fontanels is usually complete by 24 months of age.
Figure & Legend from:http://bioweb.uwlax.edu/aplab/
During peri-natal period and early infancy the work of the new human being is establishing bonds, securing nutrition, care and protection. Also--physical growth is in the exponential part of the curve!
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Developmental Windows and Neuropedagogy “To do lists”
Perinatal Period/ Early Infancy----SURVIVAL
Late Infancy/Toddler---HAVE FUN, BE LOVED, EAT & GROW, DEVELOP RUDIMENTARY COMMUNICATION
Preschool---BEGIN PAYING ATTENTION TO THE BIG WORLD, BEGIN FORMING A WORLD VIEW, ACQUIRE ADVANCED LANGUAGE SKILLS
Elementary—REFINE WORLD VIEW, REFINE COMMUNICATION TOOLS, DEVELOP CONFIDENCE AND SELF-ESTEEM
Adolescence—COMPETE FOR DOMINANCE AND ESTABLISH RELATIONSHIPS, DETERMINE AND DEVELOP PASSIONS
Early adulthood—DEEPEN UNDERSTANDING OF SELF AND WORLD, SPECIALIZE
Middle age and late adulthood—DEVELOP ADVANCED RELATIONSHIP SKILLS, HELP OTHERS
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Montessori
Dr. Maria Montessori, 1870 - 1952Born in Chiaravalle in the Province of Ancona in 1870, Maria Montessori was the first woman to practise medicine in Italy, having graduated from the Faculty of Medicine at the University of Rome in 1896. As a physician, Dr. Montessori was in touch with young children and became profoundly interested in their development.
Through careful and exhaustive scrutiny, she realized that children construct their own personalities as they interact with their environment. She also observed the manner in which they learned as they spontaneously chose and worked with the auto didactic materials she provided.
Her approach to education stemmed from a solid grounding in biology, psychiatry and anthropology . She studied children of all races and cultures in many countries around the world, soon seeing the universality of the laws of human development played out before her. She continued her observations throughout her life, widening and deepening her understanding until her death in 1952.
http://www.montessori-ami.org/
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The Montessori approach offers a broad vision of education as an aid to life. It is designed to help children with their task of inner construction as they grow from childhood to maturity. It succeeds because it draws its principles from the natural development of the child. Its flexibility provides a matrix within which each individual child's inner directives freely guide the child toward wholesome growth.
Montessori classrooms provide a prepared environment where children are free to respond to their natural tendency to work. The children's innate passion for learning is encouraged by giving them opportunities to engage in spontaneous, purposeful activities with the guidance of a trained adult. Through their work, the children develop concentration and joyful self-discipline. Within a framework of order, the children progress at their own pace and rhythm, according to their individual capabilities.
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Dr. Montessori, in her initial work in 1907 in San Lorenzo, observed that the younger children were intensely attracted to sensory development apparatus. The children used these materials spontaneously, independently, repeatedly and with deep concentration. They emerged from this spontaneous activity renewed and with a profound sense of inner satisfaction.
"Montessori method is based on the spontaneous activity of the child which is aroused precisely by the interest the child takes in the material."From this initial discovery, over many years of observation and trial and error, Dr. Montessori and her son Mario, went on to design an entire range of Montessori materials.
In order for the materials to be of optimum benefit they must be presented to the child at the appropriate stage in his or her development by a trained Montessori teacher. The materials then allow the child to engage in self-directed, purposeful activity. The materials are beautiful and enticing and are displayed in an orderly and accessible way.
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Developmental Windows and Neuropedagogy “To do lists”
Perinatal Period/ Early Infancy----SURVIVAL
Late Infancy/Toddler---HAVE FUN, BE LOVED, EAT & GROW, DEVELOP RUDIMENTARY COMMUNICATION
Preschool---BEGIN PAYING ATTENTION TO THE BIG WORLD, BEGIN FORMING A WORLD VIEW, ACQUIRE ADVANCED LANGUAGE SKILLS
Elementary—REFINE WORLD VIEW, REFINE COMMUNICATION TOOLS, DEVELOP CONFIDENCE AND SELF-ESTEEM
Adolescence—COMPETE FOR DOMINANCE AND ESTABLISH RELATIONSHIPS, DETERMINE AND DEVELOP PASSIONS
Early adulthood—DEEPEN UNDERSTANDING OF SELF AND WORLD, SPECIALIZE
Middle age and late adulthood—DEVELOP ADVANCED RELATIONSHIP SKILLS, HELP OTHERS
These are cumulative!
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Work with natural development
Birth – ten novel concepts
Ten forward build on existing framework, use analogy
Emotions
Recapture the perspective of learning as a privilege and luxury
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EMOTION Drives Learning
Papers
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Love and Fear
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It all comes back to SYNAPTOGENESIS (of course!) We are constantly forming transient connections Learning occurs with stabilization of connections—formation of permanent connections, networks, associations
The structure of the micro-circuitry of the brain is based on repetition and also the strength of the stimulation
(I believe) that this is a critical role/justification of the “expense” of emotion
Emotions are the glue of the wiring of the brain
We are wired to learn from each other (supplemented by books /internet/ other environment) and the strength/nature of the relationship will determine the success or failure of the attempt.
We are wired to learn by trial and error. A system that has no room for failure is a weak one.
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THANK YOU: to each of you for your time and attention
to Ms. Christy Smith, our ASL interpreter
to the entire FITL team!
to my RIT teaching mentors, guides, muses, role-models and supervisors—in particular Dr. Dick Doolittle, Dr. Gary Skuse, Dr. Sophia Maggelakis,
Prof. Heidi Miller, Prof. Nancy Valentage, Dr. Andy Langner, Dr. Cara Calvelli, Dr. Rebecca Johnson, and Dr. Laura Tubbs
All staff and faculty colleagues —committed to student success-- in particular Ms. Lynne Mazadoorian, Ms. Catherine Mahrt-Washington, Ms. Rosanne Klingler, Ms. Kelly Youngblood, Ms. Anna Fiorucci, Dr. Jim
Myers
I’ve learned so much from all of you (and many others)
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What (and how!) do you think?