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Brain – based Brain – based learning. learning.
Session 1Session 1
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Planning, Decision Making.
Where am I? Where is
that? Who is that?
VisionSpeech, Sounds
Moving MusclesCerebellum
Brain StemHousekeeping –
automatic pilot
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Hippocampus - decides which ideas
to put into long term memory.
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Thalamus - Processes sensory input (except smell,
which goes to the Amygdala) & decides what
is important.
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Amygdala - Emotions - links
memories & emotion.
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• Stand up find a partner and share your question with them – if they answer it congratulate, if not coach.
• Let the partner share their question with you – you answer
• SWAP CARDS• Raise your hand and find another partner to share
with
•On one side of the card write a good question about any of the ideas that we’ve looked at. • Answer on the other side.
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Implications for Implications for learning?learning?
• Now we have good evidence to make sure that we start with ideas that are familiar, and try to make learning relevant.
• The structures most responsible for processing information into long term memory are emotional.
• Don’t be refrigerator hum!
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Doggy fashion
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The adolescent The adolescent brainbrain
• The neurons in a child’s brain make many more connections than those in adults’ brains
• Information is entering the brain through windows that open and close at various times.
• The richer the environment, the greater the number of interconnections that are made – consequently, learning takes place faster and with greater meaning.
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The adolescent The adolescent brainbrain
• Is used to greater variety of stimulation• Responds quickly to novelty• Demands relevance• Practices ‘continuous partial attention’• Has a smaller working memory• Has an immature frontal lobe but
mature emotional response – responds instinctively.
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Jot thoughts slide:
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Words to RememberWords to Remember
•Night•Dream•Comfort•Snore•Wake•Bed
•Rest•Awake•Tired•Eat•Slumber
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What words did you What words did you remember?remember?
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Are you sure?Are you sure?
•Night•Dream•Comfort•Snore•Wake•Bed
•Rest•Awake•Tired•Eat•Slumber
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PrimacyPrimacy & & RecencyRecency
Means that we remember:BEST what comes FIRST
SECOND BEST what comes LAST
LEAST what comes JUST AFTER THE MIDDLE
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0 10 20 30 40
Deg
ree o
f re
ten
tion
Time in Minutes
Prime time 1
Down time
Prime time 2
Retention during a learning episode.
New Information
Practice
Closure
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Approximate Ratio of Prime-time to down-time in different
length learning episodes
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100
25 min.
50 min.
100 min.
Le
ss
on
Le
ng
th
Prime time 1 Down-time Prime-time 2
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Approximate ratio of prime-time to down-time in different
length learning episodes
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100
25 min.
50 min.
100 min.
Le
ss
on
Le
ng
th
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Implications for Implications for TeachingTeaching
• Teach new material first• Avoid asking students if they know
anything about a new topic• Don’t use prime-time for classroom
management tasks• Use down-time for practice or
discussion about the new learning• Use prime-time 2 for plenary
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Implications for Teaching Implications for Teaching 22
• Break lessons up into learning segments 20-25 minutes long
• If you want to lead the teaching of a new idea, use the first section for this, then shift the burden to the students in the other sections
• Go off task / change methodology between sections
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5%Lecture
Reading
Audiovisual
Demonstration
Discussion Group
Practice by doing.
Teach others / Immediate use of learning
Average percentage retention after 24 hours.
10%
20%
30%
50%
75%
90%
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9217053
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4915082637
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What does this show?What does this show?
The limits of working memory:
•on average, 7 chunks of information
•20 minute attention span
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Changes in Capacity of Changes in Capacity of Working Memory with AgeWorking Memory with AgeApprox.
Age Range in
years
Capacity of working memory (chunks)
Minimum Maximum Average
Younger than 5
1 3 2
Between 5 and 14
3 7 5
14 and older
5 9 7
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A model of how the brain A model of how the brain worksworks
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Working Working MemoryMemory
• Place where conscious processing takes place
• Where we can build, take apart and rework ideas for eventual storage somewhere else
• Items in working memory demand our attention
• Most activity in the frontal lobes• Limited capacity, limited time scale
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Is sense and meaning Is sense and meaning present?present?
Yes
Moderate to High
Very high
No
Very low Moderate to high
No Yes
Is m
ean
ing
p
resen
t?
Is sense present?
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TransferTransfer
•The effect that past learning has on new learning
•The degree to which the new learning will be useful to the learner in future
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Combined learningFor future use
New Learning
Past Learning
From immediate
memory
From Long term
storage
Working Memory
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Positive and Positive and Negative Negative TransferTransfer
•Positive – past learning which helps new learning
•Negative – past learning which interferes with new learning
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Working Memory
Long term
storage
Store by Similarity
Retrieve by difference
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Find someone Find someone who . . .who . . .
•Try to find someone who can answer one of the questions in a box. The person who answers the question initials the box.
•No one can initial the same sheet twice.
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End of session 1
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Brain – friendly learning.
Session 2Session 2
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Teacher ATeacher A – Focussed Questions and Answers.
Teacher BTeacher B – Open-ended discussion.
Teacher CTeacher C – Brain-friendly structure.
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Ritalin & the brain. Ritalin & the brain.
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shoulderface
questionthink time
record
gives
share develop
indicate
develop bestanswer
severalexamples
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Why is this Brain Friendly?Why is this Brain Friendly?
Think time – important that it is there.
Accountability – everyone has got to get involved.
Working memory – revisiting points in order to free up extra space & move ideas into long term memory.
High fives – emotional linkage improves chances of long term retention.
The learners are doing the teaching – peer sharing of ideas & the teacher is learning, assessing what students know.
Safety – people who are working together need to feel safe – how does this work?
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In groups of 4
1 Person stands and is interviewed by the others for 1
minute.
Interviewers must use open ended
questions.
When time is up interviewers thank
interviewee.
Next student stands.
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Interviewee stands so that everyone gets to look up –
equalizes status.
Amygdala is a threat sensor –looks for facial expressions &
tone of voice. A detected threat causes stress
hormones & fight or flight reflex, constricting
perception & cognition. High levels of stress may make it
difficult to lay down new memories.
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Information processing
Emotional Investment
Nourishment
Social Involvement
Safety
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Engages Kinaesthetic intelligence.
Engage multiple memory systems – there is “memory in the muscles” – that which we do makes it more likely that we will recall it.
Place information in more places in the brain to increase recall -
Standing up & going through the motions activates the motor cortex.
Speaking & hearing
activates the Temporal Lobe.
Seeing each other do
this activates
the Occipital lobe.
Using all of these & the links between them, exponentially increases the probability of
recall.
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Opens up working memory.
Everyone takes part, safely.
Places ideas into long term memory.
Retrograde Memory Enhancement – attach an emotional link to an idea, by giving a high five at the end, can help the information be selected by the Amygdala as suitable for long
term memory inclusion.
Increases energy in a tired group (purely by getting them to stand up!)
Why is this Brain Friendly?Why is this Brain Friendly?
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Novelty
Social
Info-processing
Activates multiple intelligences
Safe
Why is this Brain Friendly?Why is this Brain Friendly?
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What does 3 step do?What does 3 step do?
1)Brain – Helps to reduce stress, novelty allows for Episodic Memory.
2)Activates Multiple intelligences
3)Thinking Skills
4)Teamwork Skills.
5)Academic Achievement.
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Team statementsTeam statements1)Think time.
2)Pair discussion with shoulder partner.
3)Individuals write down their idea.
4)Roundrobin - sharing their ideas with no feedback, one at a time.
5)Team discussion, seeking an underlying source.
6)Consensus
7)Feedback.
State
ments
should
not b
e all
the
individ
ual ones a
dded togeth
er,
but som
ethin
g that c
apture
s the
essence
!
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Learning needs Learning needs to be…to be…
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Kagan structures & the Kagan structures & the “Hidden Curriculum”.“Hidden Curriculum”.
Traditional Curriculum
““What”What”
Maths Science English
Languages Etc.
Hidden Curriculum
““How”How”
Multiple intelligences, Thinking Skills, Active Learning, Social Skills, Emotional Intelligence,
Teamwork Skills, Citizenship Etc.
Kagan Structures.
All the features of the Hidden Curriculum become ways of delivering the “Traditional
Curriculum”.
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““What”What”
Maths Science English
Languages. Multiple
intelligences, Thinking Skills, Active Learning,
Social Skills, Emotional
Intelligence, Teamwork
Skills, Citizenship
““How”How”
Kagan Structures
Structures allow us to deliver the Hidden
Curriculum through the traditional Curriculum, with
increased effectiveness.
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StructuresStructures
ExperimentingExperimenting
Common Approach Common Approach
ChampionsChampions
SAMSAM
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Ass
ess
ment
for
learn
ing
.
Gen
eri
c Targ
ets
Kag
an
Str
uct
ure
s
New
Aim
s
Acc
ele
rate
d learn
ing
Th
inki
ng
Ski
lls
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Assessment for learning.
Generic Targets
Kagan Structures
New Aims
Accelerated learning
Thinking Skills
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End of Session 2End of Session 2