normal brain brain substance abuse “begin with the brain in mind” donna anderson and tammy...
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Normal Brain
Brain Substance Abuse
““Begin with the Brain in Mind”Begin with the Brain in Mind”
Donna Anderson and Tammy ReynoldsDonna Anderson and Tammy Reynolds
Teachers are…..Teachers are…..“THE BRAIN “THE BRAIN CHANGERS”CHANGERS”
DAVID SOUSADAVID SOUSA
http://www4.insinc.com/http://www4.insinc.com/interactiveinnovations2007/davidsousa/interactiveinnovations2007/davidsousa/player.htmlplayer.html
David SousaDavid Sousa(Interactive Innovations, 2007)(Interactive Innovations, 2007)
“WE’RE THE ONLY PROFESSION WHOSE JOB IT IS TO CHANGE THE HUMAN BRAIN EVERY DAY! THAT’S WHAT WE
DO!
SHORTEN IT:
TEACHERS ARE BRAIN CHANGERS!!!!!”
GOALSGOALS
To become more “consumer literate” about To become more “consumer literate” about brain researchbrain research
To help students learn more effectively To help students learn more effectively and joyfullyand joyfully
To understand neuroscience: adding the To understand neuroscience: adding the science of education to our already science of education to our already
powerful knowledge of the powerful knowledge of the artart of of education.education.
Judy Willis, “IGNITE”: 2006Judy Willis, “IGNITE”: 2006
“ “Never before have neuroscience and Never before have neuroscience and classroom instruction been so closely classroom instruction been so closely linked. Because advances in technology linked. Because advances in technology enable us to view the working brain as it enable us to view the working brain as it learns, educators can now find evidenced-learns, educators can now find evidenced-based neuroimaging and brain-mapping based neuroimaging and brain-mapping studies to determine the most effective studies to determine the most effective ways to teach”ways to teach”
Neuroscience….Brain ResearchNeuroscience….Brain Research
Our students’ brains have been black Our students’ brains have been black boxes with their secrets locked boxes with their secrets locked
inside.inside.
““A FOLKLORE PROFESSION”A FOLKLORE PROFESSION”
This lack of scientific knowledge has put This lack of scientific knowledge has put us at the mercy of others (politicians, us at the mercy of others (politicians,
etc.) who have sometimes made etc.) who have sometimes made decisions that are unrelated to what we decisions that are unrelated to what we
know is best for students.know is best for students.
WHAT’S IT GOING TO BE???WHAT’S IT GOING TO BE???
FAD ????FAD ????
OR ……..
FOUNDATION??FOUNDATION??
SCIENTIFICALLY-BASED THEORY OF SCIENTIFICALLY-BASED THEORY OF TEACHING AND LEARNINGTEACHING AND LEARNING
What has research shown about What has research shown about teaching with the brain in mind….teaching with the brain in mind….
Much research has:Much research has:
confirmed what experienced educators have long known and used confirmed what experienced educators have long known and used in their classrooms. in their classrooms.
What the research adds:What the research adds:
is an understanding of why certain strategies work so that we no is an understanding of why certain strategies work so that we no longer have to operate intuitively but can articulate and explain the longer have to operate intuitively but can articulate and explain the rationale for what we do. rationale for what we do.
Therefore…..Therefore…..
to make certain that brain research becomes a foundation rather to make certain that brain research becomes a foundation rather than a fad, educators need to take a proactive stance.than a fad, educators need to take a proactive stance.
Educators need to…Educators need to…
1.1. Become literate in the general structure and function of Become literate in the general structure and function of the brain.the brain.
2.2. Learn how to determine whether a study is valid or not. Learn how to determine whether a study is valid or not.
3.3. Be cautious when making applications of research Be cautious when making applications of research findings to the classroom. findings to the classroom.
4.4. Don’t ignore the research from other fields such as Don’t ignore the research from other fields such as behavourial and cognitive psychology and educational behavourial and cognitive psychology and educational research.research.
5.5. Begin to incorporate in our classrooms and schools what Begin to incorporate in our classrooms and schools what we have learned about the brain. we have learned about the brain.
Neuroscience and the Classroom
In her book, “A Student’s Brain”, Kathie Nunley outlines 4 key education principles linking
neuroscience to education:
1. First, is the issue of attention.
2. Secondly, we have to move students to higher regions of the brain on day to day school activities and homework.
3. The third big issue is that we are now beginning to understand the power behind the lower parts of the brain including the spine and cerbellum.
4. The fourth issue has to do with the development and plasticity of the cortex.
ATTENTION
““Before students can learn, something or Before students can learn, something or someone, must capture their attention.”someone, must capture their attention.”
The best ways to get attention is throughThe best ways to get attention is through novelty novelty humour humour surprisesurprise
How long will you remember this commercial???How long will you remember this commercial???
Getting attention can mean different things to Getting attention can mean different things to different people….different people….
YouTube - best commercial ever.mht
The brain is a novelty seeker (changes in The brain is a novelty seeker (changes in environment; something new or different). It is environment; something new or different). It is always looking for stimuli.always looking for stimuli.
Have to get the brain to pay attention to relevant Have to get the brain to pay attention to relevant stimuli.stimuli.
System in the lower brain (RAS) filters stimuli System in the lower brain (RAS) filters stimuli and decides what to attend to and what to ignore and decides what to attend to and what to ignore based on:based on: physical need, novelty and self-made physical need, novelty and self-made choice.choice.
Staying focused..Staying focused..Relevance and MeaningRelevance and Meaning
Staying focusedStaying focused depends on depends on relevancerelevance and and meaningmeaning. The brain is continually . The brain is continually trying to make sense of its world and determine trying to make sense of its world and determine if information is meaningful.if information is meaningful.
To be To be meaningfulmeaningful students must care about the students must care about the information or consider it information or consider it importantimportant..
““Information is most likely to get stored if it makes Information is most likely to get stored if it makes sense and has meaning.” sense and has meaning.”
David Sousa, 2006”David Sousa, 2006”
Even if students understand what is being taught and complete Even if students understand what is being taught and complete assignments, if the information is not relevant and does not connect assignments, if the information is not relevant and does not connect
to their past experiences it is unlikely it will be sent to long-term to their past experiences it is unlikely it will be sent to long-term storage for recall.storage for recall.
To Make Information Meaningful We Must..To Make Information Meaningful We Must..
Use past experiences to “hook” the new information on toUse past experiences to “hook” the new information on toOROR
Create the experience with themCreate the experience with them
EmotionsEmotions“Emotions, thinking and learning are all linked!”“Emotions, thinking and learning are all linked!”
Emotions are learned in two Emotions are learned in two distinct waysdistinct ways::
1.1. Emotional climate of classroom.Emotional climate of classroom.
2.2. Emotions associated with the Emotions associated with the learning content.learning content.
Emotions drive attention, create Emotions drive attention, create meaning, and have their own meaning, and have their own
memory pathways.memory pathways.
Emotions are not located in a single “emotional centre”, but are Emotions are not located in a single “emotional centre”, but are distributed throughout the brain.distributed throughout the brain.
Stimulating the limbic system..Stimulating the limbic system..Meaning, Meaning,
Emotions and Emotions and LearningLearning
But when students But when students feel helpless and feel helpless and
anxious…anxious…
However, there However, there must be some must be some
“Challenge”“Challenge”New learning is New learning is more likely to be more likely to be attended to and attended to and
remembered if it has remembered if it has meaning to the meaning to the
student and contains student and contains an emotional “hook”.an emotional “hook”.An optimal level of An optimal level of emotion is necessary emotion is necessary
for learning to take for learning to take place.place.
the amygdala the amygdala becomes overactivated, becomes overactivated,
preventing new preventing new information from information from
passing through to passing through to memory circuits.memory circuits.
Information must get Information must get through the amygdala through the amygdala
to get to the to get to the hippocampus so it can hippocampus so it can
be sent to memory be sent to memory storage and reasoning storage and reasoning
parts of the brain.parts of the brain.
Must have mild to Must have mild to moderate challenge to moderate challenge to
stimulate authentic stimulate authentic curiosity and curiosity and
engagement in engagement in lessons.lessons.
This will motivate This will motivate students to work students to work toward greater toward greater
understanding and understanding and connection with the connection with the
material.material.
In her book, “A Student’s Brain”, Kathie Nunley outlines 4 key education principles linking
neuroscience to education:
2. Secondly, we have to move students to higher regions of the brain on day to day school activities and homework.
Higher levels of ThinkingHigher levels of ThinkingThere is a critical difference between difficulty and complexity.There is a critical difference between difficulty and complexity.
::
ComplexityComplexity DifficultyDifficulty
……is the thought is the thought processes the brain processes the brain uses to deal with uses to deal with information.information.
……is the amount of is the amount of effort the learner effort the learner must expend within a must expend within a level of complexitylevel of complexity
Bloom’s TaxonomyBloom’s TaxonomyLevels of Bloom’s Revised TaxonomyLevels of Bloom’s Revised Taxonomy
Creating: Can student create new product or point of view?
Evaluating: Can the student justify a stand or decision?
Analysing: Can the student distinguish between the different parts?
Understanding: Can the student explain ideas or concepts?
Remembering: Can the student recall or remember the information?
Higher Order Thinking Increases Understanding Higher Order Thinking Increases Understanding and Retentionand Retention
““David Sousa; David Sousa; How the Brain Learns: 2006”How the Brain Learns: 2006”
Our ability to learn, remember, and recall is dependent Our ability to learn, remember, and recall is dependent largely on the number of connections between neurons. largely on the number of connections between neurons. PET scans show that elaborative rehearsal, involving PET scans show that elaborative rehearsal, involving higher-order thinking skills, engages the brain’s frontal higher-order thinking skills, engages the brain’s frontal lobe. lobe.
This helps ALL learners make connections between past This helps ALL learners make connections between past and new learning, create new pathways, strengthen and new learning, create new pathways, strengthen existing pathways, and increase the likelihood that the existing pathways, and increase the likelihood that the new learning will be consolidated and stored for future new learning will be consolidated and stored for future retrieval.retrieval.
When trying to challenge students, When trying to challenge students, classroom teachers are more likely to classroom teachers are more likely to
increase difficulty rather than complexity increase difficulty rather than complexity as the challenge mode.as the challenge mode.
With guidance and practice, slower With guidance and practice, slower learners can regularly reach the higher learners can regularly reach the higher
levels of Bloom’s revised taxonomy.levels of Bloom’s revised taxonomy.
In her book, “A Student’s Brain”, Kathie Nunley outlines 4 key education principles linking
neuroscience to education:
3. The third big issue is that we are now beginning to understand the power behind the spinal cord and lower parts of the brain, especially the cerebellum.
CerebellumCerebellum•Cerebellum, or little brain, contains more neurons than all of the rest of the brain put together.
• Cerebellum coordinates movement and is important in the performance and timing of complex motor tasks (swinging golf club, smooth a dancer’s steps).
•It may also store the memory of automated movements (tying shoes, typing) which improves performance as a sequence of movement can be made with greater speed, greater accuracy and less effort.
•It is also known to be involved in the mental rehearsal of motor tasks which can also improve performance and make it more skilled.
““The brain can only do one thing The brain can only do one thing at a time!”at a time!”
The mind can only pay conscious attention to one The mind can only pay conscious attention to one thought at a time. You can only do two things at thought at a time. You can only do two things at
once if one of them is automatic.once if one of them is automatic.
The role of the lower parts of the The role of the lower parts of the brain and spinal cord have been brain and spinal cord have been
underestimated!underestimated!Routine TasksRoutine Tasks
The spinal cord and lower parts of the brain can perform The spinal cord and lower parts of the brain can perform these skills automatically, without conscious attention to these skills automatically, without conscious attention to
detail.detail.
This allows the consious part of the brain the freedom This allows the consious part of the brain the freedom to attend to other mental activities.to attend to other mental activities.
Walking and talkingWalking and talking
Driving a car and thinking Driving a car and thinking
Reading and comprehendingReading and comprehending
Classroom ImplicationsClassroom Implications
Students engagement when readingStudents engagement when reading
Reading ComprehensionReading Comprehension
Learning to readLearning to read
Reading ProgramsReading Programs
Variations in DevelopmentVariations in Development
Mindless School WorkMindless School Work
“If the child is not attending to
the task no learning is
taking place!”
In her book, “A Student’s Brain”, Kathie Nunley outlines 4 key education principles linking
neuroscience to education:
4. The fourth issue has to do with the development
and plasticity of the cortex.
Brain PlasticityBrain Plasticity
““Neuroplasticity is simply the ability of the Neuroplasticity is simply the ability of the brain to change as a result of daily brain to change as a result of daily
learning.”learning.”David Sousa, 2006David Sousa, 2006
MemoryMemoryTeachers with a greater understanding of the types of memory and how they Teachers with a greater understanding of the types of memory and how they
are form can select strategies that are more likely to improve the retention are form can select strategies that are more likely to improve the retention and retrieval of learning.and retrieval of learning.
Learning and retention are different. We can learn something for just a few Learning and retention are different. We can learn something for just a few minutes and then lose it forever.minutes and then lose it forever.
LearningLearning MemoryMemory RetentionRetention
How our brain How our brain acquires new acquires new
information and information and skills.skills.
How and where How and where our brain stores our brain stores
learned learned information and information and
skills.skills.
Process where-by Process where-by long-term memory long-term memory
preserves a preserves a learning in a way learning in a way that it can locate, that it can locate,
identify, and identify, and retrieve it retrieve it
accurately.accurately.
RetentionRetention
This process is affected by many factors This process is affected by many factors including:including:
the degree of student focus the degree of student focus the length and type of rehearsal that occurred the length and type of rehearsal that occurred the critical attributes that may have been the critical attributes that may have been
identified identified the students’ learning stylethe students’ learning style the inescapable influence of prior learnings.the inescapable influence of prior learnings.
RehearsalRehearsal
Initial RehearsalInitial Rehearsal
This happens when the information first enters working memoryThis happens when the information first enters working memory If the learner cannot attach sense or meaning, and if there is no time If the learner cannot attach sense or meaning, and if there is no time
for further processing then the information will likely be lost.for further processing then the information will likely be lost.
Secondary RehearsalSecondary Rehearsal
Allows the learner to review the information, to make sense of it, to Allows the learner to review the information, to make sense of it, to elaborate on the details, and to assign value and relevance, thus elaborate on the details, and to assign value and relevance, thus significantly increasing the chance of it going into long-term significantly increasing the chance of it going into long-term memory.memory.
Rote rehearsal:Rote rehearsal: not complex; learner needs to not complex; learner needs to remember and store information exactly as it remember and store information exactly as it entered into working memory (memorize a entered into working memory (memorize a poem)poem)
Elaborative RehearsalElaborative Rehearsal; more complex thinking; ; more complex thinking; used when it is important to associate the new used when it is important to associate the new learnings with prior learnings to detect learnings with prior learnings to detect relationships; reprocesses information several relationships; reprocesses information several times to make connections to previous learnings times to make connections to previous learnings and assign meaning (interpret message of and assign meaning (interpret message of poem).poem).
The goal of learning is not just to acquire The goal of learning is not just to acquire knowledge, but to be able to use that knowledge knowledge, but to be able to use that knowledge
in a variety of different settings.in a variety of different settings.
When deciding on how to use rehearsal in a lesson, teachers need When deciding on how to use rehearsal in a lesson, teachers need to consider the time available as well as the type of rehearsal to consider the time available as well as the type of rehearsal
appropriate for the specific learning objective.appropriate for the specific learning objective.
Remember, rehearsal will only contribute, but does not guarantee Remember, rehearsal will only contribute, but does not guarantee transfer to long-term memory. However, there almost no long-term transfer to long-term memory. However, there almost no long-term
retention without rehearsal.retention without rehearsal.
MemoryMemory“The real key to teaching is trying to help students put things into their memory system and then hopefully retrieve “The real key to teaching is trying to help students put things into their memory system and then hopefully retrieve
them out again.”them out again.”
““LEARNING IS MEMORY”LEARNING IS MEMORY”
Step One:Step One:
SENSES: SENSES: you need to see it, touch it, smell it, hear it, or taste it.you need to see it, touch it, smell it, hear it, or taste it.
ATTENTIONATTENTION: If you are not attending to the task, it’s not going to be processed by the brain : If you are not attending to the task, it’s not going to be processed by the brain and its memory. and its memory.
Step Two:Step Two:
Short Term Memory or Working MemoryShort Term Memory or Working Memory
Short term memory is very, very short, lasting only for about 20 seconds. Short term memory is very, very short, lasting only for about 20 seconds.
After this it goes into long term memory or is lost forever.After this it goes into long term memory or is lost forever.
Step Three:Step Three:
Long Term Memory (Procedural Memory and Declarative Memory)Long Term Memory (Procedural Memory and Declarative Memory)
Your brain labels the information and puts it in a category (in the hippocampus) Your brain labels the information and puts it in a category (in the hippocampus)
If you have no category, it can’t be stored. If you have no category, it can’t be stored.
Once stored in a category the brain will begin its natural process of cross-Once stored in a category the brain will begin its natural process of cross-referencing the new items to previous items in other categories. referencing the new items to previous items in other categories.
Basically, the hippocampus memorizes while the cortex learns.Basically, the hippocampus memorizes while the cortex learns.
Types of MemoryTypes of MemoryMEMORY
SHORT TERM MEMORYWorking Memory
LONG TERM MEMORY
DECLARATIVE MEMORY(consciously processes facts and events)
EPISODIC MEMORY(Knowledge of events in personal history to which
we have conscious access;No control)
SEMANTIC MEMORY(store intentionally learned information
Generally complete control)
PROCEDURAL MEMORY(Unconscious processing of skills; motor
(riding a bike) and cognitive (reading))
1. In classrooms we spend most of our time trying to teach to semantic memory. Can be frustrating because you have no control and because sometimes students refuse to learn and remember. How much easier if we could teach to episodic memory (hands on or experiential learning). Students would learn and remember whether they wanted to or not. Now the learning is in the teacher’s control.
2. ADD: A HOOK TO AN EMOTIONAL COMPONENT AND IT WILL BE SET FOR LIFE!!! (Flashbulb memories: episodic with an emotional attachment)
Implications for Teaching…
Teaching MethodTeaching Method
3. Retention varies with teaching method3. Retention varies with teaching method
4. Primacy-Recency Effect4. Primacy-Recency Effect
During a learning episode, we remember best that During a learning episode, we remember best that which comes first, second best that which comes which comes first, second best that which comes
last, and least that which is in the middle.last, and least that which is in the middle.
5. CHUNKING5. CHUNKING
There are 3 limits to our power of reasoning and There are 3 limits to our power of reasoning and thinking: our limited attention span, working thinking: our limited attention span, working
memory and long term memory. Chunking is an memory and long term memory. Chunking is an effective way of enlarging working memories effective way of enlarging working memories
capacity and for helping the learner make capacity and for helping the learner make associations that establish meaning.associations that establish meaning.
Neuroscience and Learning: The Neuroscience and Learning: The Brain ConnectionBrain Connection
““Nothing entertains the Nothing entertains the brain more than the brain more than the study of the human study of the human
brain.”brain.”
Kathie F. NunleyKathie F. Nunley
1. Look at structure and function of 1. Look at structure and function of the brain the brain
2. Classroom implications2. Classroom implications
3. Teaching children about their brain3. Teaching children about their brain
WHAT’S NEXT ?????
Structure and Structure and
Function of the Function of the BrainBrain
NEURONSNEURONS“FIRING” THE NERVE
1. Senses stimulate nerve cells
2. Electrical charge
3. Electrical charge moves down axon
4. Some neurons covered with myelin sheath (faster and more efficient)
5. Electricity must “tag” next neuron
7. “Tagging” is done in a chemical fashion.
8. Neurotransmitters are
released into the synapse.
9. Neurotransmitters excite or
inhibit next neuron
10. Some artificial neurotransmitter caffeine)
MyelinationMyelination There are millions of neurons, There are millions of neurons,
which form the electrical which form the electrical connections that let us think.connections that let us think.
These cells send their signals These cells send their signals through axons, some of which through axons, some of which can reach a length of up to a can reach a length of up to a meter in humans.meter in humans.
Wrapped around many of the Wrapped around many of the axons are cells which form axons are cells which form myelin sheaths, composed myelin sheaths, composed mainly of fat. mainly of fat.
These sheaths serve to insulate These sheaths serve to insulate the axon, letting its signal travel the axon, letting its signal travel about 100 times faster than in an about 100 times faster than in an unmyelinated axon.unmyelinated axon.
Grey and White MatterGrey and White Matter Grey matter (top 6 layers of cortex) is mostly made up of neurons Grey matter (top 6 layers of cortex) is mostly made up of neurons
and synapses.and synapses. The amount of grey matter reaches a peak early in childhood The amount of grey matter reaches a peak early in childhood
(before the age of 5), then declines until puberty when it increases (before the age of 5), then declines until puberty when it increases again, and then starts a consistent, gradual decline into late again, and then starts a consistent, gradual decline into late adulthood.adulthood.
Early fluctuations in grey matter are believed to partly reflect the Early fluctuations in grey matter are believed to partly reflect the overproduction and subsequent elimination (or pruning) of synapses overproduction and subsequent elimination (or pruning) of synapses (dendrites).(dendrites).
By age 2 years of age, about 40 000 new synapses are being By age 2 years of age, about 40 000 new synapses are being formed every secondformed every second
White matter (areas of brain and spinal cord) is made up of axons White matter (areas of brain and spinal cord) is made up of axons covered by a fatty white-looking substance called myelin, which covered by a fatty white-looking substance called myelin, which insulates the axons and facilitates the conduction of electrical insulates the axons and facilitates the conduction of electrical impulses. impulses.
White matter increases consistently during the course of childhood White matter increases consistently during the course of childhood and into adulthood, when it appears to taper off.and into adulthood, when it appears to taper off.
This increase in white matter is believed to reflect the gradual This increase in white matter is believed to reflect the gradual myelination of axons.myelination of axons.
MyelinationMyelination Myelinization is the key Myelinization is the key
to learning windowsto learning windows Myelination is the major Myelination is the major
cause of the increase in cause of the increase in a child's brain size. a child's brain size.
At birth, the infant brain At birth, the infant brain weighs 300-350 grams weighs 300-350 grams (2/3 to ¾ pound). (2/3 to ¾ pound).
In the first four years of In the first four years of life, the brain increases life, the brain increases to 80% of the adult to 80% of the adult weight of 1200-1500 weight of 1200-1500 grams (2.6 - 3.3 pounds). grams (2.6 - 3.3 pounds).
Plasticity of Learning and Plasticity of Learning and MemoryMemory
It was once believed that as we aged, the brain’s It was once believed that as we aged, the brain’s networks became fixed.networks became fixed.
In the past two decades, however, an enormous In the past two decades, however, an enormous amount of research has revealed that the brain amount of research has revealed that the brain never stops changing and adjusting.never stops changing and adjusting.
Learning, as defined by Tortora and Grabowski Learning, as defined by Tortora and Grabowski (1996), is “the ability to acquire new knowledge (1996), is “the ability to acquire new knowledge or skills through instruction or experience.or skills through instruction or experience.
Memory is the process by which that knowledge Memory is the process by which that knowledge is retained over time.is retained over time.
LEARNINGLEARNING The capacity of the brain to change with learning is The capacity of the brain to change with learning is
plasticity.plasticity. So how does the brain change with learning? So how does the brain change with learning? According to Durbach (2000), there appear to be at least According to Durbach (2000), there appear to be at least
two types of modifications that occur in the brain with two types of modifications that occur in the brain with learning: learning:
1.1. A change in the internal structure of the neurons, the A change in the internal structure of the neurons, the most notable being in the area of synapses. most notable being in the area of synapses.
2.2. An increase in the number of synapses (more An increase in the number of synapses (more dendrites) between neurons.dendrites) between neurons.
Dendrite Growing/PruningDendrite Growing/Pruning
GROWING DENDRITES
PRUNING DENDRITES
DendritesDendrites
OUR JOB IS TO GROW DENDRITES!!!!!
•Growing dendrites (size and numbers) physically increases the weight of our brain.
•New growth forms on neurons that are frequently used.
•Introducing and reviewing information to the brain in several ways creates more dendrite pathways and synaptic connections.
•The more they are used the stronger they become.
•The more complex the skills required in occupations, the more dendrites are found on neurons.
GROWING DENDRITESGROWING DENDRITESHOW AND WHENHOW AND WHEN
Actual branching of the nerve cells occurs primarily at night during sleep or more
specifically, during various times of our sleep cycle.
Sleeping after learning grows twice as many neural dendrites as learning the material did.
The bulk of hard wiring takes place during sleep.
Children who are sleep deprived after learning new information are unable to process and use the
information as well as children who are not sleep deprived.
FIVE RULES OF THE BRAINFIVE RULES OF THE BRAIN
1.1. Dendrites grow only from what is already Dendrites grow only from what is already there.there.
2.2. Dendrites grow for what is practiced.Dendrites grow for what is practiced.
3.3. Dendrites grow from stimulating Dendrites grow from stimulating experiences.experiences.
4.4. Emotions affect learning.Emotions affect learning.
5.5. Use it or lose it!Use it or lose it!
Dendrite PruningDendrite Pruning
Developmental Plasticity/Synaptic Developmental Plasticity/Synaptic PruningPruning
Ineffective or weak connections are Ineffective or weak connections are "pruned" in much the same way a "pruned" in much the same way a gardener would prune a tree or bush, gardener would prune a tree or bush, giving the plant the desired shape.giving the plant the desired shape.
It is plasticity that enables the process of It is plasticity that enables the process of developing and pruning connections, developing and pruning connections, allowing the brain to adapt itself to its allowing the brain to adapt itself to its environment.environment.
The orange dots represent the multiple synapses The orange dots represent the multiple synapses on a single neuron.on a single neuron.
•The extent of synaptic interconnectivity as we age determines our functional ability to use our brains
•In spite of losing neurons as we age, the density of interconnectivity makes up for the loss
•This depends on continuous new learning & environmental enrichment
During AdolescenceDuring Adolescence……
The density of synapses declines The density of synapses declines during adolescence due to selective during adolescence due to selective pruning of redundant or unused pruning of redundant or unused connections.connections.
Synapse formation continues despite Synapse formation continues despite ongoing pruningongoing pruning
Enriched EnvironmentsEnriched Environments
Children who are exposed to a rich and Children who are exposed to a rich and varied education early in life develop a varied education early in life develop a great capacity for learning throughout life. great capacity for learning throughout life.
Real learning, not just rote exercise, can Real learning, not just rote exercise, can have a dramatic influence on the physical have a dramatic influence on the physical structure of the brain.structure of the brain.
Into Adulthood…Into Adulthood…
The brain continuously remodels itself-The brain continuously remodels itself-even into adulthood.even into adulthood.
Synapses (dendrite growth) continue to Synapses (dendrite growth) continue to be formed in the brain. be formed in the brain.
Lifelong enrichment experiences are Lifelong enrichment experiences are important for continued dendrite important for continued dendrite growth and healthy functioning brains.growth and healthy functioning brains.
TEACHERS ARE….TEACHERS ARE….
How can we help students learn more effectively and joyfully…apply the science of teaching to the art of teaching. For example….
3 Key Elements3 Key Elements
1.1. LESS STRESS!LESS STRESS!
2.2. DO THE REAL THING!DO THE REAL THING!
3.3. USE IT OR LOSE IT!USE IT OR LOSE IT!
LESS STRESSLESS STRESS
Stress, confusion and perceived threat Stress, confusion and perceived threat can minimize the brain’s capabilitiescan minimize the brain’s capabilities
Create a safe and secure climate and Create a safe and secure climate and healthy physical environmenthealthy physical environment
Promote personal relationships and Promote personal relationships and social skillssocial skills
DO THE REAL THING!DO THE REAL THING!
Multi-sensory experiences promote brain Multi-sensory experiences promote brain growth and connectionsgrowth and connections
Provide enriched environments for Provide enriched environments for learning learning
Hook new ideas to prior understanding Hook new ideas to prior understanding and personal experiencesand personal experiences
USE IT OR LOSE IT!USE IT OR LOSE IT!
Multiple opportunities to actively process Multiple opportunities to actively process new learning in a variety of ways assures new learning in a variety of ways assures long term retentionlong term retention
Differentiate instruction, provide choices, Differentiate instruction, provide choices, vary grouping and honour multiple vary grouping and honour multiple intelligencesintelligences
Orchestrate opportunities to apply new Orchestrate opportunities to apply new learning in real-world settingslearning in real-world settings
REFLECTIONREFLECTION
Any activity through which the brain recalls a Any activity through which the brain recalls a concept, skill, or process. Reflection concept, skill, or process. Reflection activities will prompt the brain to re-activities will prompt the brain to re-
stimulate the new connections among stimulate the new connections among neurons, which helps strengthen them.neurons, which helps strengthen them.
The Brain is ‘Pattern Seeking”The Brain is ‘Pattern Seeking”
The brain seeks to make order out of The brain seeks to make order out of chaos.chaos.
Use mindmap formatsUse mindmap formatsUse graphicsUse graphicsCreate daily agendasCreate daily agendasSet goalsSet goalsReview at the end of the dayReview at the end of the day
The Brain Needs Adequate TimeThe Brain Needs Adequate Time
FLOW theory is an optimal experience when people report FLOW theory is an optimal experience when people report feelings of deep concentration and enjoyment…a state feelings of deep concentration and enjoyment…a state of concentration that is so completely focused it amounts of concentration that is so completely focused it amounts to absolute absorption in an activity.to absolute absorption in an activity.
It occurs when we confront tasks we have a chance of completingIt occurs when we confront tasks we have a chance of completing We must be able to concentrate on what we are doingWe must be able to concentrate on what we are doing The task has clear goalsThe task has clear goals Immediate feedback is providedImmediate feedback is provided The experience is an enjoyable one that allows us to exercise a sense of The experience is an enjoyable one that allows us to exercise a sense of
control over our actionscontrol over our actions The sense of time is altered: hours pass by in what seems like minutesThe sense of time is altered: hours pass by in what seems like minutes
Executive FunctionsExecutive Functions Refers to the conscious control of what we think and do.Refers to the conscious control of what we think and do. Get the image of a CEO in the head. An executive is someone who Get the image of a CEO in the head. An executive is someone who
decides upon a course of action, issues commands by virtue of rank decides upon a course of action, issues commands by virtue of rank in a hierarchy, and ensures that the commands are implemented.in a hierarchy, and ensures that the commands are implemented.
Executive functions include identifying problems, making decisions, Executive functions include identifying problems, making decisions, planning, staying focused on a task, adapting flexibly to changing planning, staying focused on a task, adapting flexibly to changing situations, controlling impulses, and regulating emotions and situations, controlling impulses, and regulating emotions and behaviours. behaviours.
Ask, “How do I identify and organize steps for completing an Ask, “How do I identify and organize steps for completing an independent project? Why is this information related to that? How independent project? Why is this information related to that? How do I start this project/assignment? When do I self-check my do I start this project/assignment? When do I self-check my progress in order to evaluate how much I have left to do?progress in order to evaluate how much I have left to do?
These questions help us manage ourselves as learners, developing These questions help us manage ourselves as learners, developing awareness of our knowledge as well as lack of knowledge, and awareness of our knowledge as well as lack of knowledge, and knowing how to accomplish various goals by using executive or knowing how to accomplish various goals by using executive or metacognitive skills.metacognitive skills.
DAVID SOUSADAVID SOUSA
http://www4.insinc.com/http://www4.insinc.com/interactiveinnovations2007/davidsousa/interactiveinnovations2007/davidsousa/player.htmlplayer.html
David SousaDavid Sousa
““There is so much we are beginning to learn about the There is so much we are beginning to learn about the brain. I firmly believe the most important person in the brain. I firmly believe the most important person in the equation is the classroom teacher. THE QUALITY OF equation is the classroom teacher. THE QUALITY OF LEARNING RARELY EXCEEDS THE QUALITY OF LEARNING RARELY EXCEEDS THE QUALITY OF TEACHING. Quality is measured by the degree to which TEACHING. Quality is measured by the degree to which the teacher can select those strategies that help most the teacher can select those strategies that help most kids succeed. Those decisions come essentially from kids succeed. Those decisions come essentially from our knowledge base and if our knowledge is back in the our knowledge base and if our knowledge is back in the 60’s…there’s a different student coming to our schools 60’s…there’s a different student coming to our schools today and rather than beating our chests and saying, today and rather than beating our chests and saying, “My god, these kids are different” let’s find out what is “My god, these kids are different” let’s find out what is the nature of that difference. They want to interact with the nature of that difference. They want to interact with their learning so lets allow that to happen. Lets their learning so lets allow that to happen. Lets understand more about neuroscience so we can be the understand more about neuroscience so we can be the best brain changers.”best brain changers.”