Transcript Document

Michael McGarvey
Southern Utah University
1
Myths or Fact
 Only 10% of the brain is used
 We are either right brained or left brained
 Humans stop growing neural connections shortly after
birth
 A toddler’s brain is less active than an adult’s
 The brain is almost fully developed by age five or six
2
Parts of the Brain
3
Parts of Neuron Cell
 Cell body
 Dendrites – Branchlike structures that receive
messages from other neurons
 Can be thousands of dendrites on each neuron
 Axon – Arm-like structure that transmits information
to other neurons
 Neurotransmitters – Chemicals that carry messages
between neurons
4
Features of a Neuron
(Bohlin & Reese-Weber, 2009)
5
6
Synapse
(Bohlin & Reese-Weber, 2009)
7
Synapse
 http://www.youtube.com/watch?v=HXx9qlJetSU
8
Brain Based Learning
 Brain based learning starts with the learner, not the




content
We do not learn in sequence
We move ahead
We move back to the preceding issue
Then we move forward to the new information
9
Multitasking
 Brain is always multitasking
 Monitoring physical well being
 Taking in sensory input
 Much of the brains activity is outside of our conscious
thought
10
Attention
 Hard to maintain
 The material must be of interest to the learner
 Must be Relevant to the Learners Life
 Accomplished by activating neurons where the
information is stored
11
The Role of Emotions
 Emotions increase the brain activity
 The stronger the emotion the stronger the neural
connection
 Activities such as simulations and role playing
are emotional in nature
 Increases learning because of stronger neural
connections
12
Down Side of Emotional Learning
 Continued stress in the learning environment causes
the chemical Cortisol to be secreted which constantly
stimulates the bodies systems and causes an over
stressed situation
13
Long Term Memory
 Memories are first processed in the hippocampus
 All memories are broken down in component parts
 Then they are disseminated to other parts of the brain
14
Long Term Memory (Cont.)
 There is no central memory location
 Components of the memory must be reassembled
 Brain has the capacity to create an almost unlimited
number of memories by reusing memory components
 Problem in reassembly
15
Long Term Memory Storage
 Hippocampus starts the learning process
 Acts as an intermediate storage site
 With reinforcement the memory is stored into long
term memory
 Mechanism is the development of strong neural
connection
16
Information stored in Neural
Pathways
 Information is not stored in the neural pathways
immediately
 Information stored must be consolidated over a period
of time
 Time must pass while the neural network (dendrites)
is developed
 Difference between short term memories and long
term memories is the strength of the neural
connection
17
Need for Sleep in Memory
Development
 Memories take time to develop
 During sleep the brain has high and low activity
periods
 REM sleep is high activity sleep
 Brain activity is similar to wake states without many of
the motor activities
 During sleep the brain works through the experiences
of the day
 Thought that consolidation of memories takes place
during REM sleep
18
Mirror Neurons
 Discovered by Rizzolati and Gallasse
 Part of the neural network that allows us to see the
world from another person’s point of view
 Helps us understand the behavior of those around us
 Imitation Learning
 Students tend to pickup teachers behavior
19
Mirror Neurons (cont.)
 Mechanism
 Mirror neutrons are activated when watching another’s
activities
 The person then copies the behavior
20
The Brain Looks for Patterns
 The assumption is that a subject can be fragmented
into little bits, and when presented with the bits,
students will be able to assemble the parts and emerge
with the whole--- even though they’re never provided
with an inkling of the whole. (Jensen, pg. 182)
21
The Brain Looks for Patterns (cont.)
 Each pattern is added to the learner’s perceptual map
 Critical that patterns be created as quickly as possible
 Learning is creating pathways at the neural level
 Interdisciplinary and cross-disciplinary activities helps
increase the development of patterns
22
The Brain Looks for Patterns (cont.)
 Emphasis should be placed on relevance, context, and
common patterns
 The brain is constantly striving to make connections
between learning and emotions
23
Matching Instruction to Brain
Learning
 Brain Seek Patterns
 Must establish relevance and meaning
 Students learn the best when applying learning
 Give explicit examples of the application of the
concept
 Give examples of how a concept may be used when
applied in different areas
24
Matching Instruction to Brain
Learning (cont.)
 Reinforce information
 Review on a regular basis
 Connecting new information to previous experiences
 Use real world problems to form neural connections
(Putman pg4)
 Allow students time for processing information
25
A More Brain Compatible
Classroom
 Use a variety of instructional methods
 Students teaching each other
 Active involvement
 Discussions in groups (Madrazo, et. al. 2005)
 Use open-ended questions (Madrazo, et. al. pg. 58)
 Introduce material over a period of time
26
A More Brain Compatible
Classroom
 Use novel presentations
 Make the classroom a safe place
 Free of emotional threats
 Reduce stress by creating situations that are real life
simulations (Konecki, et. Al. pg. 4)
 Give students time to reflect and review their work
27
Bibliography
Andrews, D. (1997) What Brain Research Has To Tell
Educators: Mandates and Metaphors. (ERIC Document
Reproduction Service No. ED412873)
Connell, J.D. (2009). The Global Aspects of Brain-Based
Learning. Educational Horizons. 28-39.
Iran-Najad, A. (1998). Brain-Based Education: A Reply to
Bruer. (ERIC Document Reproduction Service No.
ED429063)
Jensen, E. (2008). Brain-Based Learning A new paradigm of
teaching (2nd ed.). Thousand Oaks, CA: Corwin Press.
Jokerwe (2009) Synapse Animation (Video
Podcast).Retrieved from YouTube
http://www.youtube.com/watch?v=HXx9qlJetSU
28
Bibliography (cont.)
Kitchens, A.W. ; et. al. (1991). Left Brain/Right Brain
Theory; Implications for Developmental Math
Instruction. Appalachian State University, Boone, NC.
Center for Developmental Education. (ERIC Document
Reproduction Service No. ED354963)
Konecki, Loretta R. ; Schiller, E. (2003). Brain-Based
Learning and Standards-Based Elementary Science.
(ERIC Document Reproduction Service No. ED472624)
Madrazo, Jr., G.M. ; Motz, L.I. (Spring 2005). Brain
Research: Implications to Diverse Learners. Science
Education, Vol. 14(1), 56-60.
29
Bibliography (cont.)
Putman, A.R. (2001). Problem-Based Teaching and Learning
in Technology Education. Paper presented at the Annual
Conference of the Association for Career and Technical
Education: 75th, New Orleans, LA: (ERIC Document
Reproduction Service No. ED465039)
Sprenger, M. (2010). Brain-Based teaching-in the digital age.
Alexandria, VA: ASCD.
Winters, C.A. (2001) Brain Based Teaching: Fad or Promising
Teaching Method. (ERIC Document Reproduction Service
No. ED455218)
Wolfe, P. (2010). Brain Matters Translating Research into
Classroom Practice (2nd ed.). Alexandria, VA: ASCD.
http://en.wikipedia.org/wiki/Neuron
30