lilly 2009 presentation part 1

8/14/2019 Lilly 2009 Presentation Part 1

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Helping Students Learn in a LearnerCentered Environment- What Neuroscience

has to Teach Us.

Developed by Professor Terry Doyle

Ferris State University


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Slides available fordownload at:

www.learnercenteredteaching.com

LILLY Conference Helping Students Learnin a Learner Centered Environment- WhatNeuroscience has to Teach Us.
http://www.learnercenteredteaching.com/http://www.learnercenteredteaching.com/


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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.have developed news ideas for integrating

exercise and movement into their learningpractice.


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Workshop Outcomes

3. have developed new ways of usinginformation patterns to enhance yourlearning

4. have developed new ways to recall coursecontent

5. have developed new ways to usemultisensory approaches to teaching andlearning


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Critical Thinking

The ability to think critically is greatlyenhanced when students aremaximizing their brains learningabilities.


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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 a

change in theneuron-patternsof the brain.

(Ratey, 2002)

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


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Teachers Definition ofLearning?

Learning is the ability to use information aftersignificant periods of disuse

andit is the ability to use the information to solveproblems that arise in a context different (ifonly slightly) from the context in which the

information was originally taught.

(Robert Bjork, Memories and Metamemories, 1994)


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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% of the bodiesenergy


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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


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The Brains Needs

The brain needs tofunctioneffectively:

1. Exercise 2. Sleep

3. Oxygen

4. Hydration 5. Food (glucose)


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Brain Health

Daily Multiplevitamin

Daily fish oilcapsule

Reduce or endcaffeine use


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Brain Health

Reduce (to very lowlevels )or eliminatealcohol intake

Learn to meditate

Drink adequate

amounts of water daily


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Brain Health

Eat a healthy diet

Get at least 8

hours of sleep eachnight

Exercise daily--aerobic is best


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Brain Health

Dont put your brainin harms way

Avoid toxicchemicals-use inwell ventilatedareas

(Making a Good Brain Great,Daniel Amen, MD)


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The Brain and Learning

The human brainwas designed tosolve problems of

survival in outdoor,unstableenvironments whilein almost constant

motion.( Dr. John Medina, Developmental

Molecular Biologist, University ofWashington and Author of Brain Rules)


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The Brain and Learning

If educators had set outto design a learningenvironment that was incomplete opposition to

what the human brain isgood at they would havedesigned the schools ofyesterday and today.

(John Medina, Brain Rules, 2008)


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Twelve Things We Know forsure about the Human Brain

1. Exercisesignificantly

enhancesbrain 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 New Science ofExercise and the Brain)


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Exercise and Learning

Exercise influenceslearning directly, at

the cellular level,improving the brainspotential to log inand process new

information. Ratey, p35


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Newest Findings

Exercise increasesproduction of

neurotransmitters thathelp:

1.Focus and attention

2.Motivation

3. Patience4. Mood (more

optimistic)

(Ratey, 2008)


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Exercise and BDNF(Brain-derived neurotrophic factor )

Exercise produces BDNF( Miracle Grow for the Brain)

Improves brain health

Enhances the wiring ofneurons

Is a stress inoculator

Makes the brain cellsmore resilient

(Ratey, 2008)


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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 cause improvebrain performance

for 6-7 hoursconcentration,attention, focus aswell as learning

(John Ratey, 2008)


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Brain Benefits

Aerobic exercise elevatesneurotransmitters, createsnew blood vessels thatpipe in growth factors, andspawns new cells.

Complex aerobic activitiesput all that material to useby strengthening andexpanding networks .Ratey pg 55


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Brain Benefits

Even though these newcircuits are created byexercise they can berecruited for other areas

and used for thinking.

The prefrontal cortex willco-opt the mental powersof the physical skills and

apply it to othersituations pg. 56


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Exercise Reduces BadBehavior

Exercise produces theneuro-chemicals that aidthe brain in self control

Studies show dramaticdeclines (66%) insuspensions anddiscipline referrals in

public schools involved intest studies (Ratey p.14)


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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 learns activeand moving?


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The Brain is Social

2. Survival isaccomplished byworking with other

brains

Groups of brainsalmost always

outperform a singlebrain


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Brains are Wired Differently

3. All brains arewired differently

Our experiencesmake us different


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Brains are Wired Differently

It is thesedifferences in lifeexperiences that

can make workingtogether in teamsand groups such apowerful learning

experience


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Attention and Learning

4. The braincan only pay

attention toone thing ata time


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Multitasking Slows Learning

It is notpossible to

multitask whenit comes toactivities that

require thebrainsattention


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Multi-tasking

Multi-tasking violateseverything we know

about how memoryworks and we haveobjective scientificevidence that multi-tasking impairs

learning.

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


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Multitasking

The imaging data fromthe study indicated thatthe memory tasks andthe distraction stimuliengage different partsof the brain and thatthese regions probablycompete with each

other. Dux, P. E., Ivanoff, J., Asplund, C. LO., andMarois, R. 2007


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Multitasking

Recent MRI studies atVanderbilt prove that thebrain is not built for good

multi-tasking. When trying todo two things at once, thebrain temporarily shuts downone task while trying to dothe other.

Dux, P. E., Ivanoff, J., Asplund, C. LO., and Marois,R. 2007


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Multitasking

It is highly likely, though notyet studied, that the delaysand confusion magnify withincreases in the number ofdifferent things one tries todo simultaneously.


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Distracted

Each of us loses an averageof 2.1 hours per day thanksto unnecessary interruptionsand recovery time.

That costs the U.S. economy$588 billion per annum (TheCost of Not Paying Attention, Basex, 2005).


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Memory

5 +6.

Memory

Repetition andelaboration arenecessary formemory

formation andrecall


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Memory Formation

Repeat toremember

Repetition overtime is the key tolong term memoryformation

(John Medina, Brain Rules)


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Sleep and Memory

. "Periods of slow-wave sleep arevery long and produce a recall andprobably amplification of memory

traces. Ensuing episodes of REMsleep, which are very short, triggerthe expression of genes to storewhat was processed during slow-

wave sleep." Sidarta Ribeiro,(et al)Duke University, 2004


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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 of thesong or singer ?

3. Can you sing along ?

4. Did you everpurposefully try to learnthe lyrics of this song?


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Music and Memory


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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

Memories are


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Memories areReconstructed

The more sensesused in learning

( seeing, hearing,

touch, taste andsmell) the morepathways areavailable for

reconstruction(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 ofMemory)


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Elaborations are Key

Step One. Accuracy

Step Two: Reflection

Step Three: Review

Step Four: Mapping

Step Five: Recoding


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Accuracy


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Keys to Review

Daily is

Best


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Reflection

Reflection is thelost art of collegeteaching.

Reflection is one ofthe most effectiveelaboration

practices


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Review

~90%retentionwith 4

reviews.

~25%retentionwith noreviews.


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Keeping Memories

The best way to minimize memory decay isto use elaborative rehearsal strategies

Visualizing

Singing Writing Semantic Mapping Drawing Pictures Symbolizing Mnemonics.

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 the simpleprocess of translatingthe new knowledgeinto your own words.

Examples includeparaphrasing andsummarizing and

annotating


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Emotions and Memory

Research showslearners recallinformation that is

emotional moreeasily thaninformation that isfactual or neutral in

nature. (Zull, 2020)


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Emotion and Memory

Emotional

arousalorganizes andcoordinatesbrain activity(Bloom, Beal & Kupfer 2003)


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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.jpg


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Slide Two

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


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Procrastination

Procrastinators might bestress junkies

The stress of waiting untilthe last minute causes

the brain to producenorepinephrine whicharouses attention anddopamine which sharpensand focuses attentionwhich helpsprocrastinators to sit downand do their work.

i


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Questions

1. How can we teach and assesslearning in ways that promote longterm memory formation?

2. How do we help our studentsdevelop effective memory formation

strategies in our content areacourses?

lilly 2009 presentation part 1

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