Transcript The Biological Basis of Learning

Brain Basics- Part I
Systems and Connections
©Ruth Ferree, PhD
Curry School of Education
University of Virginia
Systems and Connections
I. Neurons to Networks
II. The Ensemble
III. States of Being
I. Neurons to Networks
Any learning involves changes at the
cellular level and depends on
connections between neurons.
The neuron
Pathways
• Each neuron relates to thousands of others,
across three dimensions.
• It relays a biochemical electrical signal that
is excitatory ( the next neuron fires) or
inhibitory ( the next neuron does not fire).
• The repetition of this process is the basis of
all of our central nervous system activities.
Learning means establishing a
pathway, a pattern of neuron
firings, that when repeated is
recognized. With language, that
means a specific series of sound
waves at a particular frequency
has occurred often enough that
our minds recognize it.
The same thing
happens with sound
patterns.
Babies are born with
the ability to detect all
phonemes. As they are
exposed to a native
language, those
patterns become set.
The ability to
recognize other
phonemes diminishes.
- Janet Werker
But sensing is not perceiving
• The sounds go in, but
our brain makes sense
of it by comparing
those sounds to the
patterns we have heard
before…or think we
have heard. Ever play
“gossip”?
What we perceive is a
construction of our mind.
What we remember may be linked to
our emotional and physical sense of
the moment.
Connections to teaching
• Teacher-ese (Mother-ese)-making it easier
to discern audio patterns.
• The importance of frequent,meaningful
interaction. (repetition)
II. The Ensemble
The Triune Brain
• A. Survival
• B. Emotions
• C. Thinking, Learning
The sum is greater than the parts
• Although specific functions seem more
associated with the right or left hemisphere
of the brain, with one area of the brain more
than others, activation and coordination of
ensemble seems important for the most
effective thinking.
The Brain is dynamic; there are systems of systems, all interrelated.
III. States of Being
At one time, theorists (Descartes)
thought we should ignore our
bodies and emotions for
intellectual pursuits.
Research has shown that not only is that
impossible, but also that our emotions affect
learning and understanding (Damasio,
1994).
Emotions are part of being
human.
• Normally, circuits are “hardwired”.
• The best known is the fear response – fight
or flight.
• We are also normally “wired” to be
sensitive to the emotions of others.
Psychologists talk about “Theory of
Mind,”what we feel we think others feel,
too.
Some emotions are cross-cultural
• There are important cultural differences in
how emotions are expressed.
• Still, international studies have shown that
facial expressions for six basic emotions are
recognized virtually everywhere.
Some scientists believe that as
we go through our life, part of our
memory system “records” our
physical and emotional state. Future
behavior, choices and decisions
may be based on that record
(Damasio, 1994). This is related to
what some psychologists called
conditioning.
Experiment
Emotions can help us learn or
interfere with our learning
• Powerful emotions increase the strength of
interneuronal signals – “etching a memory”
The limbic system is our
emotional core.
• Fibers connect this
collection of brain
structures to every
other part of our brain.
• The amygdala plays a
major role in fear
responses.
• Our hippocampus is a
gateway to memory.
The most effective state of mind
for learning is relaxed and alert.
This is often described as “the
inverted U”.
No
stress
Too
much
stress
An overload of stress and
negative emotions interferes with
neural processes for learning.
• Energy is directed to survival mechanisms.
• Too much cortisol blocks receptors in the
hippocampi.
• This is sometimes referred to as
“downshifting” (Caine & Caine, 1994).
Due to patterns of development,
children may be more susceptible
to the effects of chronic negative
emotions.
Neurochemicals play major roles
in establishing pathways for
learning.
Happy, comfortable
• Serotonin
• Endorphins
Afraid, stressed
• “fight or flight”
• Cortisol
• Norepinephrine
What can we do with this
information?
• We can learn tricks and tips to help
ourselves and our students get into a
positive state for learning.
Be aware of emotional statesyour own and your students’.
• Remember that emotions are difficult to
conceal and they are “contagious”.
• Be sensitive to individual and cultural
differences in demeanor.
• Keep a journal- just a few notes about
yourself and your interactions with the
students can be enlightening.
As an adult in charge, you have a
responsibility to set a positive
tone.
Listen and observe the children.
• Help children learn about emotions – Use
TPR and make faces. Be sensitive to
cultural differences.
• Encourage efforts in communication and
work.
Use routines and rituals to help
make life a bit more predictable.
•Morning/opening routines are especially
important. Model the behavior you want.
•Use charts with pictures as guides for
what’s to be done, include clock faces.
(Math SOLs 1.11 and 2.16)
•Plan the day with an awareness of the need
for change of pace, changing states.
•Break the routine for emphasis!
Emotional states have physical
components that you may use to
change them.
• That’s how lie detectors work.
• Brain chemistry and patterns of brain
activation change with emotional states.
• Heart rates, skin temperature, and skin
conductance change, as well as facial
expressions.
Music can help change
emotional states.
• Heart rhythms will actually change to some
extent with musical tempo.
• Songs, music can serve as cues and guides
for routines. (Think “Jeopardy”)
• Some research has indicated that music
helps synchronize brain waves – still
controversial, but interesting.
Physical activity can help change
emotional states.
• Physical activity changes brain chemistry.
• Some psychiatrists and psychologists
recommend exercise along with or instead
of other treatments for depression.
• Movement seems to help with encoding and
memory. (TPR)
For more ideas:
• http://www.brains.org/
• http://www.everythingesl.net/
• http://search.ascd.org/query.html?col=ascd1
&qt=emotions