part 3 brain

8/14/2019 Part 3 Brain

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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 wired

differently

Ourexperiencesmake us

different


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Attention and Learning

4. Thebrain can

only payattention toone thing at

a time


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Lapses in StudentsAttention

One explanation forthe lapses instudents' attentionis that the"information

transfer" model ofthe traditionallecture does notmatch what currentcognitive science

research tells us ofhow humans learn.


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Lapses in StudentsAttention

Research tells us thebrain handles

information 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 to

multitaskwhen itcomes to

activities thatrequire thebrainsattention


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Multitasking

Studies withcollege studentsand adults show

if the challengedemands a lot ofattention, mentalperformance is

particularly poor. (David Walsh of the National Instituteon Media and the Family)


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Multi-tasking

Multi-tasking violates everything we know abouthow memory works

There is objective scientific evidence that multi-tasking impairs learning.

The imaging data indicated that the memory

task and the distraction stimuli engage

different parts of the brain and that theseregions probably compete with each other.

(Foerde, K., Knowlton, Barbara J., and Poldrack, Russell A. 2006. Modulation of

competing memory systems by distraction. Proc. Nat. Acad. Sci. 103: 11778-

11783.)


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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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Multitasking

It is highly likely,though not yetstudied, that the

delays andconfusionmagnify withincreases in the

number ofdifferent thingsone tries to dosimultaneously.


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Memory

5 +6. Memory

Repetition

andelaboration are

necessary formemoryformation and

recall


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Sleep and Memory

The MRI scans are showing us thatbrain regions shift dramatically duringsleep,

"When you're asleep, it seems as

though you are shifting memory tomore efficient storage regions within

the 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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Cramming


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Memories are Reconstructed

The more sensesused inlearning

( seeing,hearing, touch,taste and smell)the morepathways areavailable forreconstruction

(recall)


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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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Accuracy


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Forgetting

Review helps to limit the 3 Sins ofMemory that commonly occur

among students.

1.Blocking information stored butcant be accessed (Schacter, 2001)

2.

3.Misattribution attributing a memory

to the wrong situation or source(Zola, 2002)4.

5.Transience memory lost over time forgetting curve (Schacter, 2001)


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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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Procrastination

Procrastinatorsmight be stress

junkies

The stress of

waiting until thelast minutecauses the brainto producenorepinephrinewhich arousesattention anddopamine whichsharpens and

focuses attention


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Emotions and Memory

Research showslearners recallinformation that

is 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

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http://upload.wikimedia.org/wikipedia/commons/5/57/031_street_scene_in_Old_Town_1.jpg


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Slide Two

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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?

part 3 brain

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