Download - Teaching to the Learning Brain
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Teaching to the Learning Brain
in later childhood & adolescence
Anne Murray
Educational Psychologist
2016
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Emotions are more powerful than
Logic• Neuroscience has shown that much of what the brain
learns is filtered through positive and negative emotions.
• We need to use positive emotions and positive peer pressure to aide learning.
• BUT…remember emotional memories are powerful but not always accurate
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Images are more powerful than
words• We remember images. A
picture is worth a 1000 words
• 50%-80% of our brain’s natural processing power is devoted to processing sight. That’s more than all of our other senses.
• We make sense of what we see with our brains, not our eyes.
• Power of visualisation:
– E.g. Visualising ourselves exercising can help us increase the benefits of physical and mental activity
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Movement is more powerful than
sitting
• The longer we sit, the
less we learn.
• Our bodies and brains
were made to move. It’s
in our genes. We think
better when we move.
• Short bursts of movement
for 20 seconds energize
and stimulate the body
and brain
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Shorter is better than longer
• Neuroscience has
proven that our
attention span is on
average 10 minutes.
• …After that, …our
attention starts to …
wane… … …
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Different is more powerful than
same
• We notice things that have changed.• We ignore things that stay the same.
•Difference, NOVELTY,
uniqueness, contrast and the
unexpected stimulate the brain.
• Boring is the nemesis of learning.
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Talking is more powerful than
listening
• The person doing the
most talking during a
lesson is doing the most
learning.
• We need to create more
learning opportunities for
pupils to talk and listen
to each other
• We talk so we can
remember, process and
understand.
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Writing is more powerful than
reading or listening
• When we write, type,
or draw mind maps
we are processing
information.
• When we write we are
thinking and thinking
increases the
likelihood or retention.
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REGULAR Routine Practice
• REGULAR
Routine
Practice
repetition
REGULAR
Routine
practice
• REGULAR
Routine
practice
repetition
REGULAR
Routine
Practice
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Time and Space are more
powerful than rushed cramming
• We’ve assumed that
content covered means
content learned.
• We’ve also assumed that
if we cover more content,
the listener learns more.
• We need to create more
white space (time for the
learner to reflect and
process)
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CONNECTIONS, & CONTEXT
are more
powerful
than
rote
learning
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Insight and Story are more
powerful than knowledge of facts• Knowing 2+2=4 is one thing.
Knowing how to apply that fact is more important.
• Our brains learn best by linking new knowledge to past experience.
• Gaining insight into how to apply a fact or research is more important to our brain than the fact.
• Our brains crave meaning!
• Our brains respond to stories and narratives