2010 lct and neuroscience

8/9/2019 2010 LCT and Neuroscience

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Helping Students Learn in a Learner Centered Environment:

What Neuroscience, Biology and Cognitive Science has to

Teach Us.

Developed by Professor Terry Doyle

Ferris State University


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Slides available for download at:

www.learnercenteredteaching.com

Helping Students Learn in a Learner CenteredEnvironment: What Neuroscience, Biology and

Cognitive Science has to Teach Us.


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Presentation Outcomes

By the end of the presentation participants will:

1. Have a better understanding of how to helpstudents learn in harmony with their brains.

2. Begin thinking about ideas for integrating

exercise and movement into the learningactivities of their students.


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Workshop Outcomes

By the end of the presentation participants will:

3. Have developed new ways of using information patterns toenhance your students learning.

4. Have developed new ways to help students recall course content.

5. Have developed new ways to use multisensory approaches toteaching.

6. Have developed new ways to help students use multisensoryapproaches to learning


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Critical Thinking

The ability to think critically is greatly

enhanced when people are maximizing their

brains learning abilities.


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Basic Principle of Learner Centered

Instruction

It is the one who does

the work who does thelearning


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Learning is when Neurons Wire

Learning is a change

in the neuron-patterns of the

brain.(Ratey, 2002)

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


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Definition of Learning

Learning is a biologicalprocess for survival

(James Zull, 2002)


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Teachers Definition of Learning?

Learning is the ability to use information aftersignificant periods of disuse

and

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

was originally taught.

(Robert Bjork, Memories and Metamemories, 1994)


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Use it or Lose it

When new material is

not practiced the new

dendrite tissue is

reabsorbed to conserveresources.

(Dr. Janet Zardina, 2010)


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Learning Activates the Brains

Reward Pathways Real life, meaningful,

and authentic learning

activates the reward

pathways in the brain

It is these pathways that

keeps us alive

(Dr. Janet Zardina, 2010)


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Progress is Vital

A feeling of making

progress is what allows

humans to deal with

tasks, especially taskswe dont necessarily

like to do.

(Dr. James Zull, 2002)


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Part One

The Human Brain


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The Human Brain

The human brain weighs three (3) pounds but

uses 20-25% of the bodies energy


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The Human Brain

The human brain has 100 billion neurons

(It does grow thousands of new cells daily)

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


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The Human Brain

These 100 billion neuronsare capable of making40,000,000,000,000,000(Forty quadrillion connections )

(James Ratey, Users Guide to theBrain)

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


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The Brain and Learning

The human brain was

designed to solve

problems of survival in

outdoor, unstableenvironments while in

almost constant

motion.

( Dr. John Medina, Developmental Molecular

Biologist, University of Washington and Author

of Brain Rules)


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The Brain and Learning

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

However, there 12 thingswe do know about howthe brain processes

information and these aresignificant to yourstudents learning. (Dr. JohnMedina)


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Exercise and Learning

Exercise is the single

most important thing a

person can do to

improve their learning.

(John Ratey, 2008, Spark, The

Revolutionary New Science of

Exercise and the Brain)


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Exercise influences

learning directly, atthe cellular level,

improving the brains

potential to log in

and process newinformation.

Ratey, p35


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Newest Findings

Exercise increases

production of

neurotransmitters that help:1.Focus and attention

2.Motivation

3. Patience

4. Mood (more optimistic)

(Ratey, 2008)


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Exerciseenough to

sweat and 4-5 times a

week improves:

1. All brain systems

2. Executive functioning

3. Creativity

4. Learning

(Ratey, 2008)


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Exercise and BDNF

(Brain-derived neurotrophic factor )

Exercise produces BDNF

( Miracle Grow for the Brain)

(Ratey, 2008)


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BDNF

Improves brain health

Enhances the wiring of

neurons

Is a stress inoculator

Makes the brain cells

more resilient


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Exercise and BDNF

The more intense

and complex the

exercise the moreBDNF that is

made.


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BDNF and Synapses

BDNF gives synapses

the tools they need to:

Take in

Process

Associate

Remember

Put in context

Information


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BDNF and Exercise

In particular BDNF seems to be important for

long term memories (John Ratey, 2008)


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Long Lasting Benefits

Morning aerobics will

cause improve brain

performance for 6-7

hoursconcentration,attention, focus as well

as learning

(John Ratey, 2008)


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Exercise and Brain Pathologies

Exercise reducessignificantly thepotential for the brain

to succumb to certainpathologies

1. Alzheimers 50%

2. Dementia 60% 3. Depression 70%(Dr. John Medina, Brain Rules, 2008)


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Questions

How could we introduce movement into our

classes?

How do we get our students to engage in

aerobic exercise?

How do we redesign learning environments to

keep learners active and moving?


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The Brain is Social

2. Survival is accomplished

by working with other

brains

Groups of brains

almost always

outperform a single

brain


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The Brain is Social

Group work has

tremendous potential

to aid understanding

and learningif thegroups understand their

roles and what they are

trying to accomplish


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Brains are Wired Differently

3. All brains are

wired differently

Our experiences

make us different


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Brains are Wired Differently

It is these differences

that can make working

together in teams andgroups such a powerful

learning experience


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Attention and Learning

4. The brain can

only pay

attention to onething at a time


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Multitasking Slows Learning

It is not possible to

multitask when it

comes to activitiesthat require the

brains attention


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Lapses in Students Attention

One explanation for thelapses in students' attentionis that the "informationtransfer" model of thetraditional lecture does not

match what currentcognitive science researchtells us of how humanslearn.

(The "Change-Up" in Lectures JoanMiddendorf and Alan KalishTeaching Resources CenterIndiana University)


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Lapses in Students Attention

Research tells us the brainhandles information byreducing it into meaningful

chunks that we callcategories.

Learning consists of fittingthis reduced information

into already existingcategories or, sometimes, offorming new ones.

(The "Change-Up" in Lectures Joan Middendorf and Alan KalishTeaching Resources Center, Indiana University)


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Multi-tasking

Multi-tasking violates everything we know about howmemory works

There is objective scientific evidence that multi-tasking

impairs learning.

The imaging data indicated that the memory task and thedistraction stimuli engage different parts of the brain andthat these regions probably compete with each other.

(Foerde, K., Knowlton, Barbara J., and Poldrack, Russell A. 2006. Modulation of competing memorysystems by distraction. Proc. Nat. Acad. Sci. 103: 11778-11783.)


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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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Memory

5 +6.

Memory

Repetition over time

and elaboration are

necessary for

memory formationand recall


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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 any other

way we engage withnew learning over time

is a major key to its

recall


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Sleep and Memory

. "Periods of slow-wave sleep are very long

and produce a recall and probably

amplification of memory traces. Ensuing

episodes of REM sleep, which are very short,

trigger the expression of genes to store what

was processed during slow-wave sleep." Sidarta Ribeiro, Duke University, 2004


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Sleep and Memory

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

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

and anxiety."

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


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Sleep and Memory

This means

Less sleep

Less time for memory formation

Bad for learning


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

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

Cramming


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Memories are Reconstructed

The more senses usedin learning and inpracticing what has

been learned( seeing, hearing,touch, taste andsmell) the more

pathways are availablefor reconstruction

(recall)


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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 Sinsof Memory)


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Elaboration is the Second

Major Key to Recall

Step One. Accuracy

Step Two: Reflection

Step Three: Review

Step Four: Mapping

Step Five: Recoding


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Reflection

Reflection expands connections,

understanding and insights.

Womenearn only

81% of

what men

earn

Is this true

incompanies

headed by

womenI knew this

was true in

other

countries

but the

U.S

I wonder if

there are

ine uities in

pay for men

of color


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Keys to Review

Daily is Best


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Concept Mapping and Review

A concept map simply represents visually (easiestthing for the brain to learn, Zull, 2002)the important concepts

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

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


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Practice Includes Recoding

Recoding is the simple

process of translating

the new knowledge into

your own words.

Examples include

paraphrasing,

summarizing andannotating


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Why Students Forget

Review helps to limit the 3 Sins of Memory that

commonly occur among students.

1. Blocking information stored but cant be

accessed (Schacter, 2001)

2. Misattribution attributing a memory to the

wrong situation or source (Zola, 2002)

3. Transience memory lost over time 65% of a

lecture is lost in the first hour (Schacter, 2001)


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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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Emotions and Memory

Research shows

learners recall

information that is

emotional more easilythan information that is

factual or neutral in

nature. (Zull, 2002)

TheimagepartwithrelationshipID rId2wasnotfound inthefile.

TheimagepartwithrelationshipID rId3was

notfound inthefile.


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Which of the following slides

would be easier to recall after

two weeks?


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Slide One

upload.wikimedia.org/wikipedia/commons/thumb/...


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Slide Two

www.operationsudan.org/images/darfur_child_st...


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Emotion and Memory

Emotional arousal organizes and coordinates

brain activity (Bloom, Beal & Kupfer 2003)

When the amygdala detects emotions, it

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


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Questions

1. How can we teach to promote long term

recall?

2. What kinds of assessments would promote

long term recall?

3. What kinds of assignments would promote

long term recall?


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Sleep

7. Sleep

The brain

needs sleep to

processinformation


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Stress

8. Stress

Stress

diminishes/

harms brainfunction


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Competition and Learning

When students compete for rewards

(or to avoid punishment)

On tasks that require real cognitivefunctioning- (not rote recall or mechanical skill

use) competition greatly reduces success.

(Daniel Pink, TED, 2006


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We Use all our Senses

The traditional belief among neuroscientists has been that the

five senses operate largely as independent systems.

However, mounting data suggest interactions between vision,

hearing, smell, touch and taste are the rule, rather than the

exception, when it comes to how the human brain processes

sensory information and thus perceives things.

Aaron Seitz Journal Current Biology, 2006


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20 Ounces of Coke

74 grams of sugar or 2.7 oz


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A Burger King Whopper

47 grams of fat


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Using all Our Senses to Learn

Those in multisensory

environments always do

better than those in

unisensory environments

They have more recall with

better resolution that lasts

longer, evident even 20

years later.

(John Medina, Brain Rules)


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Smell and Learning

Proust Effect is the

unusual ability of

smell to enhance

recall

Best results when

smells are congruentwith the situation

Brain Rules, p.212


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Smell and Learning

Emotional details or

autobiographical

memories have the

best recall results fromusing smell

( Brain Rules, pg 212)


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Multimedia Exposure and Learning

Cognitive Psychologist

Richard Mayer

1. students learn better

from words andpictures than from

words alone


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Temporal Congruity Principle

Students learn better

when words and

pictures are presented

simultaneously rather

then successively


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Spatial Congruity Principle


when words and

pictures are near to

each other on the page

rather than far from

each other.


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Coherence Principle


when extraneous

material is excluded


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Modality Principle

Students learn better from animation and narrationthan from animation and screen text


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Vision Trumps All

10. Vision trumps all other senses


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Vision Trumps All

The more visual the

input becomes the

more likely it is to be

recognized and recalled

This is called the

Pictorial Superiority

Effect


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Vision Trumps All

Text and oral

presentations are not

just less efficient than

pictures for retaininginformation they are

way less efficient

(Brain Rules p.234)


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Vision Trumps All

Oral information has arecall of about 10%after 72 hours

Add a picture and therecall increases to 65%

(Brain Rules, P.234)


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Vision Trumps All

Humans pay a lot of attention to the size

of things and to things in motion.


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Questions

How can we teach to our students senses?

What kinds of assignments would engage our

students senses?

M d W B i


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Mens and Womens Brains are

Different

11. There are

differences in the brains

of men and women


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The Brain was Designed to Learn

12. The brain was meant to explore and learn


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The Brains Needs

The brain needs to

function effectively:

1. Exercise

2. Sleep 3. Oxygen

4. Hydration

5. Food (glucose)


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Patterns and Learning


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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

(491) 580-2979


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Slide One

NRAFBINBCUSAMTV


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Slide Two

NRA NBC FBI USA MTV


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Which is easier?

Counting backwards from 100

OR

Reciting the alphabet backwards


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

SociologyPsychology


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Visual Patterns

Patterns that Aid Learning


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Patterns that Aid Learning--

Mapping

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


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Reading a textbook

90% of the time the 1st sentence

of a paragraph is the Main Idea of

the paragraph


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Reading Patterns

Lists

Sequences

Definitions

Cause and Effect

Similarity and

Difference

Spatial Order


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Similarity and Difference

The most common pattern used in schools is

similarity and difference.

Information Learned in a Complete


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Information Learned in a Complete

Pattern

When information is learned as part of a whole (a complete

pattern) it becomes easier to recall.

Zulls Natural

Learning Cycle


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Example-- Baseball

Who are the two

players that play infront of the Right

Fielder?


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However, if all a person did was memorize the names

in order 1-9 trouble!!!


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Questions

1. What are the most common patterns found

in your course content?

2. What patterns of presenting information to

students have you found to be most effective?

3. Are there information patterns you findstudents struggle to recognize or understand?


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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: The

classification 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


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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),

Long-Lasting Novelty-Induced Neuronal Reverberation during Slow-Wave Sleep in Multiple Forebrain AreasSidarta Ribeiro,Damien Gervasoni, Ernesto S.Soares, Yi Zhou, Shih-Chieh Lin, Janaina Pantoja, Michael Lavine, Miguel A. L. Nicolelis , 2004

(Foerde, K., Knowlton, Barbara J., and Poldrack, Russell A. 2006. Modulation of competing memory systems by distraction. Proc. Nat. Acad. Sci. 103: 11778-11783.)

3 Dux, P. E., Ivanoff, J., Asplund, C. LO., and Marois, R. 2007. Isolation of a Central Bottleneck of Information Processing with Time-Resolved fMRI. Neuron.52 (6): 1109-1120


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The End

2010 lct and neuroscience

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