individual project- presentation.ppt

7/24/2019 Individual Project- Presentation.ppt

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The Brain: HowThe Brain Think

& How The Brain


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& How The Brain


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The human brain has a similar structure to thebrains of other mammals, but in relation tobody size, it is larger than any other.

Inside the brain, the limbic system controls ouremotions and motivations. Below the cerebralcortex, the cerebellum relays information to

the muscles to control movement, andthe brain stem connects the brain to the spinalcord.


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The Brain

Dominant feature- Cerebral Cortex

Left hemisphere Right hemisphere

Frontal lobe

Parietal Lobe Temporal Lobe

Occipital Lobe


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Functions Associated with the Brain

Functions

Movement

Cognition

Language

Vision

Hearing

Smelling

TasteSomatic senses


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arietal Lo!e

Located near the bac and top of the head, ispart of the cerebral cortex.

!ontrols goal directed voluntary movements,

manipulation of ob"ects and the integration ofdifferent senses that allows for understanding a

single concept.


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Omatosensory System

#s sensory receptors in our sin, muscles, bones, "oints andorgans are triggered by a specific stimulus, this signal passesto the somatosensory region in the brain which is uni$uelyattributed to that area on the body.

This produces sensations such as touch, temperature, pain orbody position and allows us to feel the processed stimulus atthe correct location.

The point%to%point mapping of body surfaces in the brain isessential in the construction of our body image.

In the somatosensory cortex, the disproportionaterepresentation of our head and hands for example % which taeup nearly half of cortical processing % is an importantevolutionary advantage.


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arietal Lo!e

!ognition. Information processing.

&ain and touch sensation.

'patial orientation and body position.

'peech.

(nderstanding the concept of time.

)isual attention and face recognition.


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"rontal Lo!e

The frontmost region of the cerebral cortex right under theforehead

Involved in movement, decision%maing, problem solvingand planning.

Frontal Lobe

Prefrontal CortexPremotor and

Motor Area

% *esponsible forpersonality expression

% &lanning of complex

cognitive behaviors

% !ontrol the execution of voluntarymuscle movement


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"rontal Lo!e

Its main functions are+ otor functions.

-igher order functions, conscious thought.

&lanning and problem solving.

!oncentration and attention span *easoning, forward and critical thining.

udgement.

Impulse control.

emory for habits and motor activities.

/motional response and empathy.

/xpressive language and meaning.


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Lim!ic S#stem

#n arc%shaped, evolutionarily primitive brainstructure % fully developed only in mammals %

located on top of the brain stem consisting of

parts of the frontal, parietal and temporal

lobes.

It is involved in emotions and motivations,

particularly those related to survival, such as

fear, anger, pleasure and sexual behavior.


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Temporal Lo!e

Located on the side of the head above the ears

Temporal Lobe play an important role inorganizing and combining

what we see and hear,

language and speech production

memoryassociationandformation.


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Temporal Lobe

Upper andCentral Regions

Medial and

Anterior regions

Receive aditory inptrom the ears via the thalams

Performs visal processing for ob!and pattern recognition

Lower Region

"nvolved in visal recognitiondepending on memory


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Lim!ic S#stem$ "unctions

Amygdala+ Involved in emotional responses,hormonal secretions, and memory.

Hippocampus+ Indexes, sends and retrieves memoryfrom long%term storage in the cerebral hemisphere.

Hypothalamus+ aintains homeostasis, autonomicfunctions of the peripheral nervous system, food andwater intae regulation, sleep%wae cycle regulation.

Olfactory Cortex+ Involved in the identification ofodors.

Thalamus+ *elays sensory signals to and from thespinal cord and the cerebrum.


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Temporal Lo!e

Its main functions are+ -earing ability and auditory perception.

(nderstanding spoen language and rhythm.

emory ac$uisition and learning. 'ome visual perception.

!ategorization and ordering of ob"ects.

'peech.

/motional responses.


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The %uitor# athwa#

Located on the surface of the temporal lobes. The primary auditory cortex of each

hemisphere processes input from the opposite

ear. !ranial nerves, however, communicate with

both hemispheres.


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How The Memor#'orks (n Learning


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Teaching )rows Brain Cells

I0 is not fixed at birth and brain development andintelligence are plasticin that internal andenvironmental stimuli constantly change the structureand function of neurons and their connections.

It was once believed that brain cell growth stops afterage twenty. 1e now now that throughneuroplasticity, interneuron connections !dendrites"synapses" and myelin coating# continue to be

pruned or constructed in response to learning andexperiencesthroughout our lives.


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Teaching )rows Brain Cells

These physical changes of brain self$reconstructionin response to experiencesincluding sensory input,emotions, conscious and unconscious thoughts are soresponsive that human potential for increasednowledge, physical sills, and 2talent3 in the arts is

essentially limitless.


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High Stress *estricts Brain rocessing tothe Survival State

The prefrontal cortex, where the higher thiningprocesses of executive functions 4"udgment, criticalanalysis, prioritizing5 is also the !/6 that canmanage and control our emotions.

Brain turns data from the senses into learned information

The most successful construction of working (short-term) memory takesplace when there has been activation of the brains related prior knowledge

Limbic system is a switching-station that determines which part of the brainwill receive input and determine response output!


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The brain turns datafrom the senses into learnedinformation in the hippocampus. This encoding

process re$uires activation or prior nowledge with asimilar 2pattern3 to physically lin with the new inputif a short%term memory is to be constructed.

The neuroimaging research supported by cognitivetesting reveals that the most successful constructionof woring 4short%term5 memory taes place when

there has been activation of the brain7s related priornowledge before new information is taught.


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Through interventionsto go beyond differentiationto individualization, it is possible to decrease thestressors of frustration from wor perceived as toodifficult or boredom from repeated instruction aftermastery is achieved.

8urther information from neuroscience researchreveals other causes of the high stress state in schooland suggests interventions to reduce the stress

blocing response in the amygdala.


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9euroimaging research reveals that a structure in theemotion sensitive limbic system is a s%itching$station that determines %hich part of the brain%ill receive input and determine response output.

Brain%based research has demonstrated that newinformation cannot pass through the amygdala 4partof the limbic system5 to enter the frontal lobe if theamygdala is in the state of high metabolism or

overactivity provoed by anxiety.


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Teachers can help students increase %or&ingmemory efficiency through a variety ofinterventions correlated with neuroimagingresponses.

8or example, with opportunities to mae predictions,receive timely feedbac, and reflect on thoseexperiences.

These experiences appear to be increase executive

function facilitation of woring memory, such asguiding the selection of the most importantinformation hold in woring memory.


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Memor# is Sustaine !# Use

1hen they repeat the action, the same neurons respond again.

The more times they repeat an action, the more dendrites grow and

interconnect, resulting in greater memory storage and recall efficiency.

*etention is further promoted when new memories are connected to otherstored memories based on commonalities,

These are distant storage centers are lined to each other such that

triggering one sensory memory activates the others.

This duplication results of storage increases the efficiency of subse$uent retrieval


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6nce and encoded short%term memory is constructedit still needs to be activated multiple timesandideally in response to a variety of prompts forneuroplasticity to increase its durability.

'etention is further promoted when new memoriesare connected to other stored memories based oncommonalities, such as similarities:differences,especially when students use graphic organizers andderive their own connections.


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(attern recognition facilitation and opportunitiesfor nowledge transfer extends the brain7s processingefficiency for greater access to and application of itsaccumulated learning.

'tudents who have the guided learning experiences

needed to construct concept memory networs will behave the best preparation for their futures.

#s the information pool expands, these students willcontinue to comprehend new information, consolidate

it into their neural networs, and recognize, develop,and globally disseminate its new applications.


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#o$ The %rain &or's(and #o$ Stdents Can

Respond


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The Thinking Brain an the *eactiveBrain

Sensory information %rain

Prefrontal cortex )Thin'ing brain

Lo$er ) Atomatic brain) Reactive brain

Consciosly process andre*ect on information

Reacts to information instinctivelyrather than throgh thin'ing


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The construction of concept memory networs

re$uires opportunities for students to transfer learning

beyond the contexts in which it is learned and

practiced.

These transfer activities activate memories to newstimuli and with other nowledge to solve novel

problems and promote extended connections among

memories that are the larger concept memory

networs most applicable to future use.


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Emotions

Positive emotions

Negative emotions

Effects

Effects


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Positive emotions

$ Can control %hich sensory data from your environment andyour brain lets in or &eeps out)

$ *nfluence %hich information gets admitted to your prefrontal

cortex+

$ The most valuable information tends to pass into your

thin&ing brain+


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Brain filters conduct sensory information into your reactive brain+

Negative emotions

These reactive brain systems do one of three things %ith the information,

*gnore it

Fight against it as a

negative experience

!sending signals that may cause

you to act inappropriately#

Avoid it

!causing you to daydream#+


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Three majorbrain elements

Toco

ntrolwh

atinform

ation

yourbrain

takesin

The reticular

activating system

The limbic system

The transmitter dopamine


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*eticular %ctivating S#stem+*%S, The first filter that data passes throughwhen

entering your brain to gain entry to your higherthining brain.

Located at the lower bac of your brain 4your brainstem5,

'eceives input from sensory nervesthat come fromnerve endings in your eyes, ears, mouth, face, sin,muscles, and internal organs

;ou will learn more successfully if you eep the *#'

filter open to the flow of information you want toenter your prefrontal cortex.


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*eticular %ctivating S#stem+*%S,

If you build your po%er to focus yourattentionon the sensory input that is mostvaluable and important to attend to at themoment, the important input %ill ma&e it

into your thin&ing brain.

If you feel over%helmed, your reactive brainwill ta&e over. Then, what you experience,focus on, and remember will no longer be in

your control.


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"hat #ou $an %o&

+ ,eep yorself physically healthy and$ell rested and to develop a$arenessofyor emotions-

+ Approach learning calmly and $ithpositive emotions-

+ Practice focsing and observing yorself+Ta'e a short brea' from $or' to chec'

in $ith yor emotions-

+ %ecome a$are of yor emotions to bildbrain net$or's that help yo controlyor actions $ith yor thin'ing brain-


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The Lim!ic S#stem

9ew information that becomes memory is eventuallystored in the sensory cortex areas located in brainlobes that are each specialized to analyze data fromone of your five senses.

These data mustfirst pass throughyour brain7s

emotional core, the limbic system, whereyouramygdala and hippocampusevaluate whetherthis information is useful because it will help you

physically survive or bring you pleasure.


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The Lim!ic S#stem

The Amygdala

The amygdala is lie a central train$routing station? 9 i T / T h 'h ld @


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>? 9euroscience Terms /very Teacher 'hould @now

#ffective filter #mygdala

#xon

Brain mapping !entral 9ervous 'ystem

!erebellum

!erebral !ortex

!ognition


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=endrites

=opamine

/xecutive 8unctions

8unctional Brain Imaging 4neuroimaging5 8unctional agnetic *esonance

Imaging 4f*I5

Alia Araphic 6rganizers


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Aray atter

-ippocampus

Limbic 'ystem

Long%Term emory etacognition

yelin

yelination

9euronal !ircuits


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9eurons

9europlasticity

9eurotransmitters

9umeracy 6ccipital Lobes

6ligodendrocytes

&arietal lobes

&atterning


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&ositron /mission Tomography 4&/T scans5 &rediction

&refrontal !ortex 4front, outer parts of thefrontal lobes5

*#= learning

*eticular #ctivating 'ystem 4*#'5

*ote emory

'erotonin


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'hort%Term emory 4woring memory5

'ynapse

)enn diagram

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