montana state brain presentation 2010
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Helping Students Learn in a LearnerCentered Environment- What Neuroscience
has to Teach Us.
Developed by Professor Terry DoyleFerris State University
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Slides available fordownload at:
www.learnercenteredteaching.com
Montana state University HelpingStudents Learn in a Learner Centered
Environment- What Neuroscience has toTeach Us.
http://www.learnercenteredteaching.com/http://www.learnercenteredteaching.com/ -
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Presentation Outcomes
By the end of the presentationparticipants will:
1. Have a better understanding of
how to help students learn in harmonywith their brains
2.Have developed news ideas forintegrating exercise and movement intotheir learning practice.
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Workshop Outcomes
3. Have developed new ways ofusing information patterns to enhanceyour learning
4. Have developed new ways torecall course content
5. Have developed new ways to usemultisensory approaches to teaching
and learning
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Basic Principle of LearnerCentered Instruction
It is the one who
does the work whodoes the learning
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The Definition of Learning
Learning is achange in theneuron-patterns of thebrain.
(Ratey, 2002)
. . /.../ - .www virtualgalen com neurons small jpg
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Neurons-How they work-Human Brain.mp4
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Teachers Definition ofLearning?
Learning is the ability to useinformation after significant periods of
disuse and it is the ability to use the information to
solve problems that arise in a context
different (if only slightly) from the contextin which the information was originallytaught.
(Robert Bjork, Memories and Metamemories, 1994)
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Part One
The Human Brain
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The Brain and Learning
The human brainwas designed tosolve problems of
survival inoutdoor, unstableenvironmentswhile in almost
constant motion. ( Dr. John Medina,
Developmental Molecular Biologist,University of Washington and Author ofBrain Rules)
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The Brain and Learning
If educators hadset out to designa learning
environment thatwas in completeopposition towhat the human
brain is good atthey would havedesigned theschools of
yesterday and
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The Brain and Learning
We actually arejust beginning tounderstand theincredible
complexity of thehuman brain.
However, there
12 things we doknow about how thebrain processesinformation andthese are significant
to your students
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Twelve Things We Know forsure about the Human Brain
1. Exercisesignificantlyenhancesbrain function
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Exercise and Learning
Exercise is thesingle mostimportant thing a
person can do toimprove theirlearning.
(John Ratey, 2008,
Spark, The Revolutionary NewScience of Exercise and theBrain)
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Exercise and Learning
Exerciseinfluenceslearningdirectly, at thecellular level,
improving thebrainspotential to log
in and process
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Newest Findings
Exercise increasesproduction of
neurotransmittersthat help: 1.Focus and
attention 2.Motivation 3. Patience 4. Mood (more
optimistic)
Rate 2008
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Exercise and Learning
Exerciseenoughto sweat and 4-5times a week
improves:
1. All brainsystems
2. Executivefunctioning
3. Creativity
4. Learning
(Ratey,
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Exercise and BDNF(Brain-derived neurotrophic factor )
Exerciseproduces BDNF( Miracle Grow for the Brain)
Improves brainhealth
Enhances thewiring of neurons
Is a stressinoculator
Makes the braincells more
resilient
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Exercise and BDNF
The moreintense andcomplex theexercise themore BDNFthat is made.
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BDNF and Synapses
BDNF givessynapses the toolsthey need to:
Take in Process
Associate
Remember Put in context
Information
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Long Lasting Benefits
Morning aerobicswill causeimprove brain
performance for6-7 hoursconcentration,attention, focus
as well aslearning
(John Ratey, 2008)
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Exercise and BrainPathologies
Exercisereducessignificantly thepotential for thebrain to succumbto certainpathologies
1. Alzheimers
50%
2. Dementia 60%
3. Depression 70%
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Questions
How could we introduce movementinto our classes?
How do we get our students toengage in aerobic exercise?
How do we redesign learningenvironments to keep learnersactive and moving?
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The Brain is Social
2. Survival isaccomplished byworking with other
brains Groups of brains
almost alwaysoutperform a singlebrain
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The Brain is Social
Group work hastremendouspotential to aid
understandingand learningifthe groupsunderstand their
roles and whatthey are trying toaccomplish
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Brains are Wired Differently
3. All brainsare wireddifferently
Ourexperiencesmake us
different
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Brains are Wired Differently
It is thesedifferences that
can makeworking togetherin teams andgroups such a
powerful learningexperience
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Lapses in StudentsAttention
One explanation forthe lapses instudents' attentionis that the"information
transfer" model ofthe traditionallecture does notmatch what currentcognitive scienceresearch tells us ofhow humans learn.
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Lapses in StudentsAttention
Research tells us thebrain handlesinformation byreducing it intomeaningful chunks thatwe call categories.
Learning consists of
fitting this reducedinformation intoalready existingcategories or,sometimes, of forming
new ones.
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Multitasking Slows Learning
It is notpossible tomultitaskwhen itcomes toactivities thatrequire thebrainsattention
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Multitasking
Our brain works hardto fool us intothinking it can domore than one thingat a time. It cant.
When trying to do two
things at once, thebrain temporarilyshuts down one task
while trying to dothe other.
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Memory
5 +6. Memory
Repetition
andelaboration are
necessary formemoryformation and
recall
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Sleep and Memory
. "Periods of slow-wave sleep arevery long and produce a recalland probably amplification of
memory traces. Ensuingepisodes of REM sleep, whichare very short, trigger the
expression of genes to storewhat was processed duringslow-wave sleep."
Sidarta Ribeiro, Duke University, 2004
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Sleep and Memory
The MRI scans are showing us thatbrain regions shift dramatically duringsleep,
"When you're asleep, it seems asthough you are shifting memory tomore efficient storage regions withinthe brain. Consequently, when youawaken, memory tasks can beperformed both more quickly andaccurately and with less stress andanxiety."
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Sleep and Memory
This means
Less sleep
Less time for memory formation
Bad for learning
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Listen to the Music
1. Is it familiar to you ?
2. What is the name ofthe song or singer ?
3. Can you singalong ?
4. Did you everpurposefully try tolearn the lyrics ofthis song?
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Cramming
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Memories are Reconstructed
The more sensesused inlearning
( seeing,hearing, touch,taste and smell)the more
pathways areavailable forreconstruction
(recall)
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Elaborations are the Key
For better or worse, our recollections arelargely at the mercy of our elaborations(Daniel Schacter author of the Seven Sins of Memory)
D P ti i th K t
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Deep Practice is the Key toRecall
Step One. Accuracy
Step Two: Reflection
Step Three: Review
Step Four: Mapping Step Five: Recoding
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Review
~ %90retention
with 4.reviews
~ %25retention
with no.reviews
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Keys to Review
Daily isBest
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Concept Mapping and
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Concept Mapping andReview
A concept map simply represents
visually (easiest thing for the brain tolearn, Zull, 2002)theimportant concepts and
ideas being studied and how they relate to oneanother.
. . / / ...www universityhighschool org webquest Element
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Practice Includes Recoding
Recoding is thesimple process oftranslating thenew knowledgeinto your ownwords.
Examples includeparaphrasing,summarizingand annotating
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Emotions and Memory
Research showslearners recallinformation thatis emotionalmore easily thaninformation thatis factual or
neutral in nature.(Zull, 2002)
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Which of the followingslides would be easier to
recall after two weeks?
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Slide One
. . / / / /...upload wikimedia org wikipedia commons thumb
http://upload.wikimedia.org/wikipedia/commons/5/57/031_street_scene_in_Old_Town_1.jpghttp://upload.wikimedia.org/wikipedia/commons/5/57/031_street_scene_in_Old_Town_1.jpghttp://upload.wikimedia.org/wikipedia/commons/5/57/031_street_scene_in_Old_Town_1.jpghttp://upload.wikimedia.org/wikipedia/commons/5/57/031_street_scene_in_Old_Town_1.jpg -
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Emotion and Memory
Emotional arousal organizes andcoordinates brain activity (Bloom,Beal & Kupfer 2003)
When the amygdala detects
emotions, it essentially boostsactivity in the areas of thebrain that form memories(S. Hamann& Emony, UN.)
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Questions
1. How can we teach to promote longterm recall?
2. What kinds of assessments wouldpromote long term recall?
3. What kinds of assignments wouldpromote long term recall?
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Sleep
7. Sleep
The brainneeds sleep
to processinformation
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Multiple Senses
9. The brainworks bestwhen multiplesenses areinvolved
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We Use all our Senses
The traditional belief among neuroscientists hasbeen that the five senses operate largely asindependent systems.
However, mounting data suggest interactionsbetween vision, hearing, smell, touch and tasteare the rule, rather than the exception, when it
comes to how the human brain processessensory information and thus perceives things.
Aaron Seitz Journal Current Biology, 2006
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20 Ounces of Coke
.74 grams of sugar or 2 7oz
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A Burger King Whopper
47 grams of fat
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Smell and Learning
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Smell and Learning
Proust Effect isthe unusualability of smell
to enhancerecall
Best resultswhen smellsare congruent
with the
Smell and Learning
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Smell and Learning
Emotional detailsorautobiographicalmemories havethe best recallresults fromusing smell
( Brain Rules, pg 212)
Multimedia Exposure and
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Multimedia Exposure andLearning
CognitivePsychologistRichard Mayer
1. students learnbetter fromwords andpictures than
from words alone
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Temporal Congruity Principle
Students learnbetter whenwords andpictures arepresentedsimultaneouslyrather thensuccessively
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Spatial Congruity Principle
Students learnbetter whenwords andpictures are nearto each other onthe page ratherthan far fromeach other.
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Coherence Principle
Students learnbetter whenextraneous
material isexcluded
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Modality Principle
Students learnbetter from
animation andnarration thanfrom animationand screen text
http://www.youtube.com/watch?v=vCgQDCMt4Xk
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Vision Trumps All
10.Vision trumps all other senses
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Vision Trumps All
The more visualthe inputbecomes themore likely it is tobe recognizedand recalled
This is called thePictorialSuperiority Effect
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Vision Trumps All
Text and oralpresentations arenot just lessefficient thanpictures forretaininginformation theyare way lessefficient
(Brain Rules p.234)
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Vision Trumps All
Oral informationhas a recall ofabout 10% after72 hours
Add a picture and
the recallincreases to 65%
(Brain Rules, P.234)
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The Brain was Designed to
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The Brain was Designed toLearn
12. The brain was meant to exploreand learn
Th H B i
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The Human Brain
The human brain weighs three (3)pounds but uses 20% of the bodiesenergy
Th H B i
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The Human Brain
The human brain has 100 billionneurons
(brain cells) (It does grow thousands of
new cells daily)
. . /.../ / .www enchantedlearning com gifs Neuron GIF
Th H B i
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The Human Brain
These 100 billion neurons are capable ofmaking 40,000,000,000,000,000 Fortyquadrillion connections (James Ratey, Users Guide to the Brain)
. . /.../ / / .www bpkids org content pagebuilder 10386 gif
Th B i N d
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The Brains Needs
The brain needsto functioneffectively:
1. Exercise 2. Sleep
3. Oxygen
4. Hydration
5. Food (glucose)
B i H lth
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Brain Health
Daily multiplevitamin
Daily fish oilcapsule
Reduce or endcaffeine use
B i H lth
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Brain Health
Reduce (to verylow levels )oreliminate alcoholintake
Learn to meditate
Drink adequateamounts of waterdaily
B i H lth
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Brain Health
Eat a healthy diet
Get at least 8
hours of sleepeach night
Exercise daily--aerobic is best
B i H lth
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Brain Health
Dont put yourbrain in harmsway
Avoid toxic
chemicals-Ifusing them use
in well ventilatedareas
(Making a Good Brain Great,
Daniel Amen)
P t T
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Part Two
Patterns andLearning
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Which of the following
slides is easier toremember and WHY?
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SLIDE ONE
4915802979
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Slide Two
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Slide Two
NRA NBC FBI
USA MTV
Which is easier?
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Which is easier?
Counting backwards from 100
OR
Reciting the alphabet
backwards
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Patterns and Learning
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Patterns and Learning
The brain is a pattern seeking devicethat relates whole concepts to oneanother and looks for similarities,
differences, or relationshipsbetween them. (Ratey, 2002, pg.5)
Sociology Psychology
Patterns that Aid Learning--
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gMapping
. . / / / ...www noticebored com assets images NB_inductio. . /.../ .www eyezberg com bline_charts png
Reading a textbook
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Reading a textbook
90% of the time the 1st sentence of a paragraph
is the Main Idea of theparagraph
Reading Patterns
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Reading Patterns
Lists Sequences
Definitions
Cause and Effect Similarity and
Difference
Spatial Order
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Information Learned in a
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Complete Pattern
When information is learned as partof a whole (a complete pattern) itbecomes easier to recall.
Stimulating any part of the
pattern can lead to the recall of thewhole pattern.
Baseball Players Positions
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Baseball Players Positions
Patterns and Learning
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Patterns and Learning
Patterns and Learning
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Patterns and Learning
However, if all a person did was memorize the namesin order 1-9 trouble!!!
Questions
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Questions
1. What are the most commonpatterns found in your coursecontent?
2. What patterns of presenting
information to students have you
found to be most effective?
3. Are there information patterns you
find students struggle to recognize
References
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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, Benjamin S. (Ed). (1956). Taxonomy of Educational Objectives: 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 forSupervision and Curriculum Development, 1997.
Damasio, A. R. (1994).Descartes' error: Emotion, reason, and the human brain. New York, NY,Grosset/Putnam
Diamond, 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, NY
References
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References
Medina, John, Brain Rules, Pear Press, 2008
Sylwester, R. A Celebration of Neurons An Educators Guide to the Human Brain, ASCD:1995
Sprenger, M. Learning and Memory The Brain in Action by, ASCD, 1999
.How People Learn by National Research Council editor John Bransford, National Research Council, 2000
Goldberg, 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 Brown
Ratey, J. MD :A Users Guide to the Brain, Pantheon Books: New York, 2001
Zull, James. The Art of Changing the Brain.2002, Stylus: Virginia
Weimer, Maryellen. Learner-Centered Teaching. Jossey-Bass, 2002
Sousa, David. How the Brain Learns(Corwin Press, Inc., 1998),
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The End