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Slides are available for download at:
www.learnercenteredteaching.wordpress.com
University of Louisville
Learning in Harmony with Your Brain
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Here is Our Challenge?
We as teachers cant make informed decisions
about which teaching approaches or tools to use
if we dont first understand how our students
learn.
To understand how our students learn we must
understand how their brains take in, process, andretrieve information as well as the numerous
factors that affect these processes.
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Two Vital Questions
1. What is the best use of our time in helping
students master the learning outcomes of our
course?
2. What would make us happy that our
students still knew and could apply from the
content and skills of our course six months to
a year later?
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Facing a New World
In 1973 28% of jobs in
the United States
required a 4 year
college degree.
In 2013 60 % of jobs
require a 4 year college
degree.
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Facing a New World
High School Graduate
1.4 million= 40,000 peryear
Bachelors Degree2.4 million= 70,000 peryear
Professional Degree4.2 million=120,000 peryear
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Facing a New World
U.S. Department of
Labor reports that an 18
years old today willhave 10-14 different
jobs by the time they
are 38.
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Facing a New World
Between the dawn ofcivilization and 2003there were fiveexabytes (an exabyte =1 quintillion bytes) ofdata collected.
(Don Tapscott, Design Your Mind)
Today 5 exabytes ofdata gets collectedevery two days.
Soon it will be fiveexabytes every fewminutes.
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We are Born to Learn
The brain was meant to explore and learn
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Use it or Lose it
When new material is
not practiced the new
dendrite tissue is
reabsorbed by thebrain to conserve
resources.
(Dr. Janet Zardina, 2010)
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Basic Finding from Brain Research
about Learning
It is the one who does
the work who does thelearning(Doyle , 2008).
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Mindset-Growth
A growth mindset is onein which students valuehard work, learning, andchallenges while seeingfailure as something tolearn from.
In this view students arewilling to take learning
risks and understand thatthrough practice andeffort their abilities canimprove.
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Mindset and Intelligence
There is no relation
between students'
abilities or intelligence
and the development ofa growth mindset.
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Feedback and Mindset
Teachers should focus onstudents' efforts and not ontheir abilities. Praise theirefforts or their strategies,not their intelligence.
When students fail,teachers should also givefeedback about effort or
strategies -- what thestudent did wrong and whathe or she could do now.
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Cognitive Load
Cognitive load alsoincreases our distractedness
We have to remember what
it is we are to concentrateon ---
lose you hold on that andyou will find distractionmore distracting
(Neuroscientist Torkel Klingberg)
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Cognitive Load
Information overload is
not just a metaphor it is
a physical state when
learning is importantwe need to turn the
information faucet
down to a trickle.
(Nicholas Carr, What the Internet is doing to
our Brains)
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Listen to the Music
Do you know the lyrics to
songs that you did not try to
learn and do not want to
know the lyrics to?
YES
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Practice over Time
Practice, Use ,
Repetition, Review,
Reflection or other
meaningful ways weengage with new
learning over time is a
major key to its recall.
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Cumulative Exams
Cumulative exams
require students to go
back and relearn and
recall importantinformation they need
to know.
It promotes practice
over time
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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)
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Elaboration is a Major Key to Recall
Step One. Accuracy
Step Two: Reflection
Step Three: Regular Review
Step Four: Mapping, Images, Charts
Step Five: Recoding
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Keeping Memories
The best way to minimize memory decay is to useelaborative rehearsal strategies
Visualizing
Singing
Writing
Semantic Mapping
Drawing Pictures Symbolizing
Mnemonics.
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Why Students Forget
Review helps to limit the 3 Sins ofMemory that
commonly occur among students.
1. Blockinginformation 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 time65% of a
lecture is lost in the first hour (Schacter, 2001)
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Emotion and Memory
Emotional arousalorganizes and coordinatesbrain activity (Bloom, Beal &Kupfer 2003)
When the amygdaladetects emotions, itessentially boosts activity
in the areas of the brainthat form memories (S.Hamann , Emory University.)
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Multitasking Slows Learning
It is not possible to
multitask when it
comes to activities
that require the
brains attention.(Foerde Knowlton Poldrack, 2006)
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Multi-tasking
Multi-tasking violateseverything we know abouthow memory works .
The imaging data indicatedthat the memory task andthe distraction stimuliengage different parts ofthe brain and that these
regions probably competewith each other.
(Foerde, K., Knowlton, Barbara J., andPoldrack, Russell A. 2006. )
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Multitasking
Our brain works hard to foolus into thinking it can domore than one thing at atime. It cant.
When trying to do twothings at once, the braintemporarily shuts down onetask while trying to do theother.
(3 Dux, P. E., Ivanoff, J., Asplund, C. LO., and Marois, R. 2007. )
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The Future of Teaching and Learning Research
Degrees in Mind, Brain and Education
Education Neuroscience PsychologyPedagogy Cognitive Neuroscience Development Psychology
Special Ed Neuroethics Neuropsychology
Gifted Ed Neuropsychology
Developmental Neuroscience
Biology Chemistry Social Science
Biopsychology Neurochemistry SociologyNeurobiology Psychopharmacology Anthropology
Genetics Toxicology Philosophy
Math
Wh T hi A i d B i
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What Teaching Actions does Brain
Research Affirm as Promoting Learning
1. When the
information or
skill is made tohave personal
relevance.
Wh t T hi A ti d B i
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What Teaching Actions does Brain
Research Affirm as Promoting Learning
2. That content
should be made to
respond to the
survival needs of
the learner.
Wh t T hi A ti d B i
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What Teaching Actions does Brain
Research Affirm as Promoting Learning
3. The teaching that
engages the brain in
multimodal, multi-sensory, experiential
and diverse activities
promotes learning.
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Wh t T hi A ti
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What Teaching Actions
Promote Learning
5. When teachers
embed facts in a
meaningful context they
make the learningprocess much easier
and enhance the
likelihood of recall in
the future.
Wh t T hi A ti d B i
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What Teaching Actions does Brain
Research Affirm as Promoting Learning
6. The brain doesnt learn
in a linear structured
and predictable fashion.
The use of various
sensory channels at the
same time are best
especially for hard tolearn concepts
Wh t T hi A ti d B i
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What Teaching Actions does Brain
Research Affirm Promote Learning
7. The human brainseeks and quicklydetects novelty.
Teacher who know thiscan design novelactivities that willenhance classroomlearning and long termrecall.
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Why do Teachers Like to be
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Why do Teachers Like to be
Tellers?
Why do we love to tell students
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Why do we love to tell students
things?
1. We worked very
hard to learn thesubject(s).
Why do we love to tell students
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Why do we love to tell students
things?
2. We know our
students dont know
most of what we have
to tell them.
AND
We went into teaching
to help students learn
our subject areas.
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Why do we love to tell students
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Why do we love to tell students
things?
4. Lecture is expedient.
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Why do we love to tell students
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Why do we love to tell students
things?
6. We remain in control
of the learning process.
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Definition of Lecture
Lecture is at its best
when it is talking with
students about things
they cant learn on their
own
What are the drawbacks to just telling
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What are the drawbacks to just telling
students about things?
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Drawbacks to Telling
1. Lecture is often
unisensory which
makes it a much lesseffective way to learn
than many other
learning approaches.
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Drawbacks to Telling
2. Requires extended
attention for the learnerwhich is difficult for
todays learners.
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Drawbacks to Telling
3. It is natural for
humans to daydreamwe all do it all the time.
(Smallwood &Schooler, 2006)
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Drawbacks to Telling
4. Students brains will
begin to habituate the
sound of our voice
especially if it is
unmodulated
Encyclopedia of Educational Psychology, Volume
1, Salkind.
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Drawbacks to Telling
5. Lecture doesnt cause
the learners to do much
work.
Except multitask
listeningand taking
notes diminishes the
processing time needed
for comprehension.
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What does it mean to facilitate?
In education, it mostoften means supportingstudents in learningtheir course material
by--
1. Providing anenvironment for
engagement.
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What does it mean to facilitate?
2. Providing students a set
of resources such as
questions, articles,
research findings,
problems, and/or cases
to engage with.
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What does it mean to facilitate?
3. Using authentic
assessment tools that
provide our learners
with meaningful
feedback that leads to
further learning.
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Facilitation is a Learned Skill
The skill of facilitation is
something that has tobe learned.
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What do Facilitators Do?
Initiate activities that getthe full participation oflearners.
Cultivate sharedresponsibility for thelearning between theteacher and the students.
(Kaner et al., 2007).
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Facilitation of Learning Starts with
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Facilitation of Learning Starts with
Learning Outcomes
Four steps
1. Who will be doing thelearning?
2. When will the learning becompleted?
3. What will the students be ableto do or know as a result of
the learning?
4. How will you know theylearned it?
h l i
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The Planning Process
Question 1
What is the best use of
my time during class tohelp students
successfully reach the
learning outcome(s)?
Th Pl i P
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The Planning Process
Question 2
What will my studentsdo both in and out of
class to reach the
learning outcome(s)?
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Th Pl i P
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The Planning Process
Question 5
How much time do I
need to allocate to thevarious parts of the
instruction, practice,
and feedback of this
lesson?
Th Pl i P
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The Planning Process
Question 6
Will the students workalone, in pairs, or in
groups?
Th Pl i P
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The Planning Process
Question 7
How will I assess my
students learning?
R ll I t t Q ti !!!
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Really Important Question!!!
Do students need
feedback on what they
did in class beforetrying additional
activities like
homework?
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Now What?
Assessing the Effectiveness of the
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g
Planning Process
Question 1.
What additional help do
students need to betterunderstand the new
material or become
more proficient with
the new skill?
Assessing the Effectiveness of the
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g
Planning Process
Question 2What is the best way todeliver this help?
A. Teacher
B. Peers
C. Tutoring
D. MediaE. Practice materials
Assessing the Effectiveness of the
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g
Planning Process
Question 3
What resources do
students need tocontinue their learning?
Assessing the Effectiveness of the
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g
Planning Process
These questions can
help us decide what
practice, assignments,tutorials etc. are most
effective and keep out-
of-class learning from
becoming busy work.
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Giving Feedback
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Giving Feedback
Feedback is the key to
improved learning.
Giving Feedback
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Giving Feedback
Quality feedback is thedifference between all
of the hard work and
planning that went into
a great teaching activity
paying learning
dividends and the
teaching activity beingjust a great show.
Giving Feedback
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Giving Feedback
The feedback process ismost effective when
both students and
teachers are actively
involved in the process.
Students often see
feedback as the sole
domain of the teacher
(Taras, 2003).
Giving Feedback
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Giving Feedback
Assessments should bedesigned so that
students can see the
direct benefits of
attending to the
feedback.
Examples of Effective Feedback
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Examples of Effective Feedback
Divide assignments into stages and providefeedback that is essential to completing the
next stage.
Give students a provisional grade with
opportunity to visit, discuss their work, and
potentially earn a higher grade using thefeedback.
Giving Feedback
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Giving Feedback
Give feedback thatfocuses more on
instruction rather than
correction.
The message is how to
improve.
(Hattie & Timperley, 2007)
Giving Feedback
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Giving Feedback
Link feedback to the
specific assessmentcriteria. A rubric is
helpful for this step.
(Nicol & Draper, 2008)
Giving Feedback
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Giving Feedback
Give feedback as soon aspossible once students
have made every effort tocomplete the task ontheir own
(Hattie &Timperley, 2007).
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Feedback that Students Can
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Understand
Just as we want our
students to consider the
reader when they are
writing, we must think
of the receiver of the
feedback when we are
delivering it.
Research on Feedback
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Research on Feedback
The feedback needs tobe very specific to thetask and how the taskcan be improved.
Research shows thatthis type of feedbackcan have a significant
effect on learningenhancement.(Hattie &Timperley, 2007).
----------
Research on Feedback
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Research on Feedback
Praise, reward, andpunishment have little
effect on improvinglearning.
(Hattie & Timperley, 2007).
Research on Feedback
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Research on Feedback
Feedback should berelated to the learningoutcomes.
The feedback shouldreduce the gap betweencurrent levels ofunderstanding andperformance, and theultimate learningoutcome. (Hattie & Timperley,2007)
Hydration and Learning
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Hydration and Learning
One of the mostfascinating aspects ofneurons is that they storewater in tiny balloon-likestructures calledvacuoles.
Water is essential foroptimal brain health andfunction
(Norman ,2012)
Hydration and Learning
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Hydration and Learning
Water is also needed forthe brain's production ofhormones andneurotransmitters. Theessentials of brain
communication.
Nerve transmissionrequires one-half of allthe brains energy.
(Allen, Advanced Learning and Development
Institute)
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Why the Brain Needs Water
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Why the Brain Needs Water
Dehydration can impair
short-term memory
function and the recall
of long-term memories.
(Gowin, 2010)
Water and the Brain
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Water and the Brain
Even mild levels ofdehydration canimpact school
performance.
( Norman, 2012)
Food and the Brain
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Food and the Brain
Inhaling carbohydratescauses blood glucoselevels to yo-yo.
As a result the brain,which relies on glucosefor energy, is left eitherglutted or gasping,neither of which makesfor optimal cognitivefunctioning.
(Edward M. Ned Hallowell, MD)
Food and Learning
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Food and Learning
Learning is helped whenwe rely on the complex
carbohydrates found in
fruits, whole grains, and
vegetables. In general, a
balanced diet.
(Edward M. Ned Hallowell,MD)
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Movement and Learning
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Movement and Learning
Natural selectiondeveloped a human
brain to solve problems
of survival in outdoor,
unstable environments
while in almost
constant motion.
(Medina, 2008)
Movement is Best for Learning
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Movement is Best for Learning
We need to rethink our
learning environments
to allow for a great deal
more movement.
Exercise and Learning
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Exercise and Learning
Exercise is the singlemost important thing a
person can do to
improve their learning.
(John Ratey, 2008, Spark, The
Revolutionary New Science of
Exercise and the Brain)
Exercise Stimulates Synaptic Growth
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Exercise Stimulates Synaptic Growth
Exercise stimulatesthe production of
new synapses,
whose capacity andefficiency underlie
superior intelligence.
(Art Kramer of the University of Illinois at Urbana-
Champaign) It thus provides more
generalizable benefits
Exercise and Learning
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Exercise and Learning
Exercise increasesproduction ofneurotransmitters that help:
1.Focus and Concentration2. Attention
3.Motivation
4. Patience
5. Mood (more optimistic)
(Ratey, 2008)
EnergyCalm
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Exercise Produces BDNF
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Exercise Produces BDNF
Improves brain health
Is a stress inoculator
Makes the brain cells
more resilient
(Ratey, 2008)
BDNF and Exercise
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In particular BDNF seems to be important forlong term memories (Ratey, 2008)
Exercise, Stress and Learning
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, g
Students rarely knowthat toxic levels of
stress erode the
connections between
the billions of nervecells in the brain or that
chronic depression
shrinks certain areas of
the brain.
Exercise, Stress and Learning
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, g
Conversely exerciseunleashes a cascade of
neurochemicals and
growth factors that can
reverse this process,physically bolstering the
brain's infrastructure.
(Jesper Mogensen , Department ofPsychology, University of Copenhagen.
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Short Term Stress
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Acute stress activatesselective CRH
molecules (corticotropin)
releasing hormones,
which disrupt theprocess by which the
brain collects and stores
memories. (Baram,2010)
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Memories are made during Sleep
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g p
Most sleep researchersnow agree that sleep
plays an important role
in the formation of long
term memories .
(Stickgold, 2005).
Memories and Sleep
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p
Final 2 hours of sleepfrom 6-8 hours are reallycrucial for memories tobe laid down as stableresidents in your brain.During this time period inREM sleep your brainreplays the memoriesfrom the day over and
over again so theybecome stable in yourmemory (Maas, 2011).
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Sleep Prepares Us to Learn
the Next Day
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the Next Day
These electrical impulseshelp to shift memoriesfrom the brain'shippocampus -- which haslimited storage space -- to
the nearly limitlessprefrontal cortex's , thusfreeing up thehippocampus to take infresh data (new learning).
Walker, 2010) Sleep is the key to having abrain that is ready to learn
Learning Readiness and Sleep
http://www.sciencedaily.com/releases/2011/03/110308124748.htmhttp://www.sciencedaily.com/releases/2011/03/110308124748.htmhttp://www.sciencedaily.com/releases/2011/03/110308124748.htm -
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"A lot of that spindle-
rich sleep is occurring
the second half of the
night, so if you sleep six
hours or less, you are
shortchanging yourself
and impeding yourlearning."(Mander,
2011)
Rehearsal of Learning before Sleep
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A 2012 study out of theUniversity of Notre Dameconfirms that sleeping
directly after learningsomething new isbeneficial for memory.
(Payne, Tucker, Ellenbogen, Wamsley, 2012 )
Rehearsal of Learning before Sleep
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it would be a good
thing to rehearse any
information you need to
remember just prior to
going to bed.
(Payne, Tucker, Ellenbogen, Wamsley, 2012 )
Awake but Off Line
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New findings suggest thatwhen the brain is sleepdeprived even though the
person is fully awake theneurons used forimportant mental taskswitch off.
(Chiara Corelli,2011 Nature)
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Less Sleep Equals Lower GPA
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2012 study from theUniversity of Arkansas Sleep
and Learning Lab concluded
that students that
consistently got less thanthe recommended 7-8
hours of sleep each night
had lower GPAs than
students with 7-8 hours of
sleep.
No Eight Oclock Classes
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The University of
Arkansas study went so
far as to recommend
that college and
universities consider
not offering 8 am
classes.
Naps Help Learning
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Humans aresupposed to nap. 20to 30 minutes isideal. (Dement, 2009)
A NASA study foundpilots who napped for27 minutes in theafternoon improved
their flying performanceby 34% .
(Dinges, 2005).
Dinges,D.(
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Significance of this Finding
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The greater thecorrelation between restand learning the greaterthe chance ofremembering the task in
later tests.
Taking a (coffee) breakafter class can actuallyhelp you retain the
information you justlearned." Dr Lila Davachi
Multisensory Learning
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Our Senses Work Together
to Enhance Learning
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to Enhance Learning
The traditional belief amongneuroscientists has beenthat our senses operatelargely as independentsystems.
However, mounting datasuggest interactionsbetween the senses are therule, rather than theexception.
Aaron Seitz Journal Current Biology, 2006
Multisensory Teaching and Learning
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it is likely that the human brain has evolved todevelop, learn and operate optimally in multisensory
environments. Training protocols that employ
unisensory stimulus regimes (e.g., lectures) do not
engage multisensory learning mechanisms and,therefore, might not be optimal for learning.
(Shams and Seitz, 2008).
Multisensory Teaching and Learning
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However, multisensory-training protocols can
better approximate
natural settings and are
more effective forlearning
(Shams and Seitz, 2008).
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Smell Enhances Recall
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Proust Effect is the
unusual ability of smell
to enhance recall.
Best results when
smells are congruent
with the situation.Medina, 2008, Brain Rules, p.212
Smells during sleep can enhance recall
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Smells that youassociate with aparticular new learningreleased during sleep,
make the memories forthat learning stronger.
(Rasch, Buchel, Gais &Born, 2007).
Vision Trumps All
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Vision trumps all other senses (Zull, 2009)
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Reading as a Multisensory Activity
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Reading is the slowestway we enter
information into our
brains.
The reasons is it carries
a very heavy visual load.(Dehaene, 2009)
It is often done as a
unisensory action.
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Reading as a Multisensory Activity
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3. Keep a smell near
that can be associated
with the reading to aid
recall.
Patterns and Learning
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Patterns and Learning
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The brain is a pattern
seeking device that
relates whole concepts
to one another and
looks for similarities,
differences, or
relationships betweenthem.(Ratey, 2001, pg.5)
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Which of the following
slides is easier to
remember and WHY?
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Slide Two
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(491) 580-2979
Slide One
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NRAFBINBCUSAMTV
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Familiar Patterns
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Clustering is used to organizerelated information into groups.
Information that is categorized
becomes easier to remember and
recall. In Teaching Reading
Topic
Main Ideas-concepts, issues
Significant Details
Important Examples
Lists
Names, Dates, Places
Terms, Definitions
Common Patterns for Learning
http://psychology.about.com/od/cindex/g/clustering.htmhttp://psychology.about.com/od/cindex/g/clustering.htm -
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Similarity and Difference
Cause and Effect
Comparison and Contrast
In students own words
New Technology
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Serious Games
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A serious game is a gamedesigned for a primarypurpose other than pureentertainment.
The "serious" adjectiverefers to products used byindustries like defense,education, scientificexploration, health care,
emergency management,city planning, engineering,religion, and politics.
http://en.wikipedia.org/wiki/Gamehttp://en.wikipedia.org/wiki/Game -
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References
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