learning in harmony with your brain student presentation 2010

8/8/2019 Learning in Harmony With Your Brain Student Presentation 2010

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Learning in Harmony with Your Brain

Developed by Professor Terry Doyle

Ferris State University



Slides available for download at:

www.learnercenteredteaching.com

Helping Students Learn in Harmony

with their Brains



Basic Principle of Learning

It is the one who does

the work who does thelearning



The Definition of Learning

Learning is a change

in the neuron-patterns of the

brain.(Ratey, 2002)

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



Use it or Lose it

When new material is

not practiced the new

dendrite tissue is

reabsorbed by the brainto conserve resources.

(Dr. Janet Zadina)



Teachers Definition of Learning?

Learning is the ability to use information aftersignificant periods of disuse

and

it is the ability to use the information to solveproblems that arise in a context different (if onlyslightly) from the context in which the information

was originally taught.

(Robert Bjork, Memories and Metamemories, 1994)



Part One

The Human Brain



The Human Brain

The human brain weighs three (3) pounds but

uses 20-25% of the bodies energy



The Human Brain

The human brain has 100 billion neurons

(brain cells) (It does grow thousands of new cells daily)

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



The Human Brain

These 100 billion neurons are capable of making

40,000,000,000,000,000 Forty quadrillion connections (James

Ratey, Users Guide to the Brain)

www.bpkids.org/.../content/pagebuilder/10386.gif



The Brain and Learning

The human brain was

designed to solve

problems of survival in

outdoor, unstableenvironments while in

almost constant

motion.

( Dr. John Medina, Developmental Molecular

Biologist, University of Washington and Author

of Brain Rules)




If educators had set

out to design a learning

environment that was

in complete oppositionto what the human

brain is good at they

would have designed

the schools of yesterdayand today.

(John Medina, Brain Rules, 2008)




We actually are justbeginning to understandthe incredible complexityof the human brain.

However, there severalthings we do know abouthow the brain processes

information and these aresignificant to yourlearning. (Dr. John Medina)



Twelve Things We Know for sure about

the Human Brain

1. Exercise

significantly

enhances brainfunction



The Brain is Social

2. Survival is accomplished

by working with other

brains

Groups of brains

almost always

outperform a single

brain



Brains are Wired Differently

3. All brains are

wired differently

Our experiences

make us different



Attention and Learning

4. The brain can

only pay

attention to onething at a time



Multitasking Slows Learning

It is not possible to

multitask when it

comes to activitiesthat require the

brains attention



Memory

5 +6.

Memory

Repetition andelaboration arenecessary for

memoryformation andrecall



Sleep

7. Sleep

The brain

needs sleep to

processinformation



Stress

8. Stress

Stress

diminishes/

harms brainfunction



Multiple Senses

9. The brain works

best when

multiple sensesare involved



Vision Trumps All

10.Vision trumps all other senses



Mens and Womens Brains are

Different

11. There are

differences in the brains

of men and women



The Brain was Designed to Learn

12. The brain was meant to explore and learn



Exercise and Learning

Exercise is the single

most important thing a

person can do to

improve their learning.

(John Ratey, 2008, Spark, The

Revolutionary New Science of

Exercise and the Brain)




Exercise influences

learning directly, atthe cellular level,

improving the brains

potential to log in

and process newinformation.

Ratey, p35



Newest Findings

Exercise increases

production of

neurotransmitters that help:1.Focus and attention

2.Motivation

3. Patience

4. Mood (more optimistic)

± (Ratey, 2008)




Exerciseenough to

sweat and 4-5 times a

week improves:

1. All brain systems

2. Executive functioning

3. Creativity

4. Learning (even math)

(Ratey, 2008)



Exercise and BDNF

(Brain-derived neurotrophic factor )

Exercise produces BDNF( Miracle Grow for the Brain)

Improves brain health Enhances the wiring of

neurons

Is a stress inoculator

Makes the brain cellsmore resilient

(Ratey, 2008)



Long Lasting Benefits

Morning aerobics will

cause improved brain

performance for 6-7

hoursconcentration,attention, focus as well

as learning

(John Ratey, 2009)



Exercise and Brain Pathologies

Exercise reducessignificantly thepotential for the brainto succumb to certainpathologies

1. Alzheimers 50%

2. Dementia 60%

3. Depression 70%(Dr. John Medina, Brain Rules, 2008)



Part Two

Patterns and Learning



Which of the following

slides is easier toremember and WHY?



SLIDE ONE

`4915802979



Slide Two

(491) 580-2979



Slide One

NRAFBINBCUSAMTV



Slide Two

NRA NBC FBI USA MTV



Which is easier?

Counting backwards from 100

OR

Reciting the alphabet backwards



Your most familiar pattern?

Your own language

use it as often as

possible!




The brain is a pattern seeking device that

relates whole concepts to one another and

looks for similarities, differences, or

relationships between them. (Ratey, 2002, pg.5)

Sociology Psychology



One kind of pattern



Another kind of pattern



Patterns that Aid Learning--

Mapping

www.noticebored.com/assets/images/NB_inductio...www.eyezberg.com/.../bline_charts.png



Similarity and Difference

The most common pattern used in American

schools is similarity and difference.



Information Learned in a Complete

Pattern

When information is learned as part of a

whole (a complete pattern) it becomes easier

to recall.

Stimulating any part of the pattern can lead

to the recall of the whole pattern.



Baseball Players Positions




However, if all a person did was memorize the names

in order 1-9« trouble!!!



Part Three

How Memories are Formed and Recalled



Why do we know the lyrics to so many

songs?

Repetition

Rhythm

Emotion



Sleep and Memory

. "Periods of slow-wave sleep are very long

and produce a recall and probably

amplification of memory traces. Ensuing

episodes of REM sleep, which are very short,

trigger the expression of genes to store what

was processed during slow-wave sleep."

Sidarta Ribeiro,(et al)Duke University, 2004



Sleep and Memory

The MRI scans are showing us that brain regionsshift dramatically during sleep,

"When you're asleep, it seems as though you areshifting memory to more efficient storage regionswithin the brain. Consequently, when youawaken, memory tasks can be performed bothmore quickly and accurately and with less stress

and anxiety."

Matthew Walker, PhD, director of BIDMC's Sleep and Neuroimaging Laboratoryand Assistant Professor of Psychiatry at Harvard Medical School,



Sleep and Memory

This means

Less sleep

Less time for memory formation

Bad for learning



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

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

Cramming



Memories are Reconstructed

The more sensesused in learning

( seeing, hearing,

touch, taste andsmell) the morepathways areavailable for

reconstruction-

(recall)



Elaborations are the Key

For better or worse, our recollections are largely at the

mercy of our elaborations (Daniel Schacter author of

the Seven Sins of Memory)



Elaboration Strategies

Visualizing

Singing Writing

Semantic Mapping

Drawing Pictures

Symbolizing

Mnemonics.

Reflection



Review is a key to Long Term Recall

Daily is Best



Forgetting

Review helps to limit the 3 Sins of Memory that

commonly occur among students.

1. Blocking information stored but cant be

accessed (Schacter, 2001)

2. Misattribution attributing a memory to the

wrong situation or source (Zola, 2002)

3. Transience memory lost over time forgetting

curve (Schacter, 2001)



Concept Mapping and Review

A concept map simply represents visually (easiest

thing for the brain to learn, Zull, 2002)the important concepts

and ideas being studied and how they relate to one another.

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



Practice Includes Recoding

Recoding is the simple

process of translating

the new knowledge into

your own words.

Examples include

paraphrasing and

summarizing and

annotating



Emotions and Memory

Research shows

learners recall

information that is

emotional more easilythan information that is

factual or neutral in

nature. (Zull, 2020)



Emotion and Memory

Emotional arousal organizes and coordinates

brain activity (Bloom, Beal & Kupfer 2003)

When the amygdala detects emotions, it

essentially boosts activity in the areas of thebrain that form memories (S. Hamann & Emony, UN.)



Which of the following slides

would be easier to recall after

two weeks?



Slide One

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Part Four

Developing a Mindset for Learning



Carol Dweck in the book Mindset

Twenty years of research has shownthat the mindset(viewyou adopt for yourself),

profoundly affects theway you lead your life.

There are two Mindsetsstudents chooseGrowth and Fixed



Growth Mindset

Students with growth

mindset belief that how

smart you become

depends on how mucheffort you put into

learning. (C. Dweck Mindset, 2007,

P.7)



Fixed Mindset

Students with fixed

mindsets believe

(falsely) that people are

born smart, average ordumb and a person

cant do anything about

it.

(Dweck, 2007)



Growth Mindset

Your intelligence ischangeable and can bedeveloped throughlearningwe do not knowhow smart we are going tobecome.

Terry Doyle 1970

Terry Doyle 2008



Fixed Mindset

Avoid Challenges

Reduce effort

Try to appear smart

Blame others for failure



Growth Mindset

The passion for

stretching yourself and

sticking to it, even (or

especially) when its notgoing well, is the

hallmark of a growth

mindset

www.authenticsportscollectibles.com/store/ima...



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, Ben jamin S. (Ed). (1956). Taxonomy of Educational Ob jectives: 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 for Supervision andCurriculum Development, 1997.

Damasio, A. R. (1994). Descartes' error: Emotion, reason, and the human brain. New York, NY, Grosset/PutnamDiamond, 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, NYMedina, John, Brain Rules, Pear Press, 2008Sylwester, R. A Celebration of Neurons An Educator¶s Guide to the Human Brain, ASCD:1995Sprenger, M. Learning and Memory The Brain in Action by, ASCD, 1999.How People Learn by National Research Council editor John Bransford, National Research Council, 2000Goldberg, 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 BrownRatey, J. MD :A User¶s Guide to the Brain, Pantheon Books: New York, 2001Zull, James. The Art of Changing the Brain.2002, Stylus: VirginiaWeimer, Maryellen. Learner-Centered Teaching. Jossey-Bass, 2002Sousa, David. How the Brain Learns(Corwin Press, Inc., 1998),

Long-Lasting Novelty-Induced Neuronal Reverberation during Slow-Wave Sleep in Multiple Forebrain AreasSidarta Ribeiro, Damien Gervasoni, Ernesto S. Soares, Yi Zhou, Shih-Chieh Lin, Janaina Pantoja, Michael Lavine,Miguel A. L. Nicolelis



The End

learning in harmony with your brain student presentation 2010

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