Transcript The Human Brain

The Human Brain
Current Research
and
Implications
Parts of the Brain...
 Brain is made up of about 100 billion nerve
cells called neurons.
 Each neuron has a nucleus and two branches:
an axon that sends impulses and dendrites that
receive them.
 When we learn something new and go through a
rote process of doing something, physically or
mentally, the impulses are moving through our
brain in a pattern.
 The more we do an activity or behavior, the easier it
gets because there is greater efficiency in how the
impulses move.
 Impulses move down an axon onto a dendrite from
another neuron. As the impulses jump from axon to
dendrite, synapses build on the axons. As they build,
they promote the smooth passage of the impulse.
 There is a gap between the axon and the dendrite called
the synaptic gap. Chemicals flow in these gaps and can
either conduct the impulses to the dendrites or hinder
the smooth movement.
Layers of the Brain
Brain Stem: reacts and takes care of the
vital functions
Limbic System: adds capacity for emotion
and coordination of movement (“leopard”)
Cerebral Cortex: adds problem-solving,
language, numbers, memory, creativity
(“learning brain”)
Reticular Activating System
 Like a toggle switch that turn off and on the
leopard or the learning brain…..When
emotionally charged, the “leopard” takes
over; when relaxed the “learning brain”
takes over.
What are the implications for
teaching and learning?
Brain Research
Surge of information recently
from numerous disciplines
with implications for learning
and life in general.
Key areas of interest are: Sex differences
(male and female brains are different)
Male differentiated brain:
– thicker right cerebral
cortex
– corpus callosum is thinner
relative to brain weight
– denser neurons
– larger nuclei
– hypothalamus works on
negative feedback
Female differentiated brain:
– thicker left cerebral cortex
- corpus callosum is 23%
thicker relative to brain
weight
- less dense neurons
- smaller nuclei
- hypothalamus works on
positive feedback (resulting
in more emotionality)
- greater connection between
hemispheres= greater
articulation and fluency in
language
Key areas of interest are..
 Workplace design (color, light, music)
 Nutrition (the brain loves water and
protein; carbohydrates puts it to sleep)
 Educational environment (physical
environment and learning environment:
breaks, reflection, balance of activities)
– Need breaks: 5-10 minutes every 1-2 hours;
time needed for neural connections to solidify
The Brain and Language
 By 6 months of age, babies from English speaking homes have
different auditory maps in the brain from those in other language
homes. The mapping is complete by one year of age. Children
are functionally deaf to sounds absent from their native language (
Kuth, University of Washington)
 The perceptual map of the L1 constrains the earning of the L2.
 The more infants hear, the faster they learn a language. The
sounds of words (any words) build up neural circuitry that can
absorb more words.
Under What Conditions in School,
will the Leaning Brain Minimize?
 Potential physical harm (classmates/ staff/ others)
 Intellectual threats (ideas being attacked;
questioning; lack of information)
 Emotional threats (embarrassment)
 Cultural-social threats (disrespect, isolation,.
limited chances)
 Resources restriction (constricting time or
resources for performance)
Educational Environment Needs...
 High expectations
 Non threatening ambiance
 Goal of 100% mastery
 Air of reality (includes more than books)
 Advance organizers
 Spacing learning, think time, practice
 Breaks
 Incubation needed for creativity
 Follow-up
 Control
 Relaxation
 Rapport