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Helping Students Learn in Harmony
with Their Brain
Developed by Professor Terry Doyle Ferris State University
www.learnercenteredteaching.wordpress.com
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Slides are available for download at:
www.learnercenteredteaching.wordpress.com
http://www.learnercenteredteaching.com/http://www.learnercenteredteaching.com/ -
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Here is the Challenge?
Teachers cant make informed decisions about
which teaching approaches or tools to use if they
dont first understand how their students learn.
To understand how our students learn we must
understand how their brains take in, process, and
retrieve information as well as the numerousfactors that affect these processes.
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The Future is Here
Mind, Brain and Education
Education Neuroscience PsychologyPedagogy Cognitive Neuroscience Development Psychology
Special Ed Neuroethics Neuropsychology
Gifted Ed Neuropsychology
Developmental Neuroscience
Biology Chemistry Social ScienceBiopsychology Neurochemistry Sociology
Neurobiology Psychopharmacology Anthropology
Genetics Toxicology Philosophy
Math
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What was Then
Guido Sarducci Five Minute University
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A Caution!
Brain systems relation tocomplex cognition andbehavior can only beexplained satisfactorily by acomprehensive blend of
theories and facts related toall the levels of organizationof the nervous system, frommolecules and cells tophysical and social
environments.
(Antonio Damasio, head of the Department ofNeurology at the University of Iowa Medical Center)
Beware of
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The Human Brain
Forget that Right-Left Brain Myth
The human brain works
as a complex design of
integrated systems notthrough specialized and
competing right and left
brain functions.
(Tokuhama-Espinosa, Mind Brain and
Education Science, 2011
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The Human Brain
The human brain weighsabout three (3) pounds
Contains 86 billionneurons
These neurons can make40 quadrillionconnections
(Ratey, 2001, Goldberg, 2009)
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2012 Neuroscience and Learning
We have accumulatedenough knowledgeabout the mechanismsand molecularunderpinnings ofcognition at thesynaptic and circuitlevels to say something
about which processescontribute (James Bibb of theUniversity of Texas Southwestern MedicalCenter)
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We are Born to Learn
The brain was meant to explore and learn
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The Definition of Learning
Learning is a change
in the neuron-
patterns of the
brain.
(Goldberg, 2009,Ratey, 2001)
www.virtualgalen.com/.../ neurons-small.jpg
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Teachers Definition of Learning
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 (if onlyslightly) from the context in which the information
was originally taught.
(Robert Bjork, Memories and Metamemories, 1994)
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Basic Finding from Mind, Brain and
Education Research
It is the one who does
the work who does thelearning( Doyle , 2008).
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Dendrite Growth
The picture show the
dendritic growth that
has taken place 20
minutes into newlearning .
See the new cellular
material!
(Cognitive Neuroscientist Janet Zadina, 2010)
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Use it or Lose it
When new material is
not practiced the new
dendrite tissue is
reabsorbed by thebrain to conserve
resources.
(Dr. Janet Zardina, 2010)
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What Our Students Brains Needs to
Function at their Best
The brain needs tofunction effectively:
1.Oxygen
2. Hydration3.Food (glucose)
4. Exercise
5. Sleep
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The Brain and Oxygen
The brain accounts foronly 2% of total bodyweight.
It uses 25% of the bodysoxygen supplydepleting1 pints of blood perminute.
It uses up to 30% of thetotal energy produced bythe body.
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Water and the Brain
Water is brain food!In a study by Kempton and colleaguesthey found
Given the limited availabilityof brain metabolic resources,prolonged states of reducedwater intake may adverselyimpact executive functions
such as planning and visuo-spatial processing.
(Kempton KJ, et al. 2010)
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Water and the Brain
Brain cells need twotimes more energy thanother cells in the body.
Water provides thisenergy more effectivelythan any othersubstance.
(Allen, Advanced Learning and DevelopmentInstitute)
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Water and the Brain
Water is also needed forthe brain's production ofhormones andneurotransmitters.
Nerve transmissionrequires one-half of allthe brains energy.
(Allen, Advanced Learning and Development
Institute)
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Food and the Brain
Inhaling carbohydratescauses blood glucoselevels to yo-yo.
As a result the brain,which relies on glucosefor energy, is left eitherglutted or gasping,
neither of which makesfor optimal cognitivefunctioning.
(Edward M. Ned Hallowell, MD)
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Food and Learning
Learning is helped when
we rely on the complex
carbohydrates found in
fruits, whole grains, andvegetables. In general, a
balanced diet.
(Edward M. Ned Hallowell,
MD)
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Movement, Exercise and Learning
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Movement and Learning
Natural selection
developed a human
brain to solve problems
of survival in outdoor,unstable environments
while in almost
constant motion.
(Medina, 2008)
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Movement is Best for Learning
We need to rethink our
learning environments
to allow for a great dealmore movement.
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Exercise and Learning
Exercise is the single
most important thing a
person can do to
improve their learning.
(John Ratey, 2008, Spark, The
Revolutionary New Science of
Exercise and the Brain)
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Exercise Stimulates Synaptic Growth
Exercise stimulates
the production of
new synapses,
whose capacity andefficiency underlie
superior intelligence.
(Art Kramer of the University of Illinois at Urbana-
Champaign) It thus provides more
generalizable benefits
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Exercise and Learning
Exercise increasesproduction ofneurotransmitters that help:
1.Focus and Concentration
2. Attention
3.Motivation
4. Patience
5. Mood (more optimistic)
(Ratey, 2008)
EnergyCalm
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Exercise Increases Production of BDNF
BDNF(Brain-derived neurotrophic factor )
Enhances the wiring of
neurons.
(Ratey, 2008)
Miracle Grow for the
Brain
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Exercise Produces BDNF
Improves brain health
Is a stress inoculator
Makes the brain cells
more resilient
(Ratey, 2008)
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BDNF and Exercise
In particular BDNF seems to be important for
long term memories (Ratey, 2008)
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Exercise, Stress and Learning
Students rarely know
that toxic levels of
stress erode the
connections betweenthe billions of nerve
cells in the brain or that
chronic depression
shrinks certain areas ofthe brain.
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Exercise, Stress and Learning
Conversely exercise
unleashes a cascade of
neurochemicals and
growth factors that canreverse this process,
physically bolstering the
brain's infrastructure.
(Jesper Mogensen , Department ofPsychology, University of Copenhagen.
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Exercise and Stress
"In fact, the brainresponds like muscles do,growing with use andwithering with inactivity.
Exercise causes neurons(dendrites) to grow andbloom, thus enhancing
brain function at afundamental level."
Jesper Mogensen ,Department ofPsychology, University of Copenhagen
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Short Term Stress
Acute stress activates
selective CRH
molecules (corticotropin)
releasing hormones,which disrupt the
process by which the
brain collects and stores
memories. (Baram,2010)
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How Sleep Affects Our Students
Learning and Memory
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Memories Are Made during Sleep
"Periods of slow-wavesleep are very long andproduce a recall andprobably amplification ofmemory traces. Ensuingepisodes of REM sleep,which are very short,trigger the expression ofgenes to store what wasprocessed during slow-
wave sleep."
Sidarta Ribeiro, Duke University, 2004
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Sleep and Memory
It takes six hours of sleepto just stabilize newmemories. The brain alsoconsolidates the new
memories during REMsleep.
To make our memories
requires 7.5 to 9 hours ofsleep each night. Gyrgy Buzsaki,professor at the Center for Molecular andBehavioral Neuroscience at Rutgers University
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Rehearsal of Learning before Sleep
A 2012 study out of theUniversity of Notre Dameconfirms that sleeping
directly after learningsomething new isbeneficial for memory.
(Payne, Tucker, Ellenbogen, Wamsley, 2012 )
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Rehearsal of Learning before Sleep
it would be a good
thing to rehearse any
information you need toremember just prior to
going to bed.
(Payne, Tucker, Ellenbogen, Wamsley, 2012 )
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Sleep and Creativity
Sleep also seems to
reorganize memories,
extracting the
emotional details andreconfiguring the
memory to help us
produce new and
creative ideas.
(Wagner, U., Gais, S., Haider, H., Verleger, R., &
Born, J. (2004).
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Sleep and Learning
Not only are memoriesfor everythingimportant that youlearned during the day
made during sleep butsleep allows the brainto clear space for newlearning to occur the
next day.(Bryce Mander, a post-doctoral fellow in psychology atUC Berkeley)
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Awake but Off Line
New findings suggest thatwhen the brain is sleep
deprived even though theperson is fully awake theneurons used forimportant mental taskswitch off.
(Chiara Corelli,2011 Nature)
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Awake but Off Line
This is likely to have
consequences on
mental performance
and we likely functionless well the longer
weve been awake.
(Chiara Corelli,2011, Nature)
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Less Sleep Equals Lower GPA
2012 study from the
University of Arkansas Sleep
and Learning Lab concluded
that students that
consistently got less thanthe recommended 7-8
hours of sleep each night
had lower GPAs than
students with 7-8 hours ofsleep.
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No Eight Oclock Classes
The University of
Arkansas study went so
far as to recommendthat college and
universities consider
not offering 8 am
classes.
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Naps Help Learning
You need to sleep beforelearning, to prepare yourbrain, like a dry sponge, toabsorb new information
(M. Walker, UC Berkley).
A NASA study found pilotswho napped for 27 minutes
in the afternoon improvedtheir flying performance by34% .(Medina 2008).
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Rest after Learning Improves Recall
Neuroscientist LilaDavachi of NYU foundthat during rest periodsfollowing new learningthe areas of the brainused during newlearning were just asactive as they werewhen they were learning
the task
Dr Lila Davachi, NYU's Department of Psychologyand Center for Neural Science.
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Significance of this Finding
The greater thecorrelation between restand learning the greaterthe chance ofremembering the task in
later tests.
Taking a (coffee) breakafter class can actually
help you retain theinformation you justlearned." Dr Lila Davachi
Wh t T hi A ti d B i
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What Teaching Actions does Brain
Research Affirm as Promoting Learning
Wh t T hi A ti d B i
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What Teaching Actions does Brain
Research Affirm as Promoting Learning
1. When the
information or
skill is made tohave personal
relevance.
Wh t T hi A ti d B i
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What Teaching Actions does Brain
Research Affirm as Promoting Learning
2. That content
should be made to
respond to the
survival needs of
the learner.
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Surviving the Future
U.S. Department of
Labor reports that an 18
years old today willhave 10-14 different
jobs by the time they
are 38.
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Surviving the Future
Between the dawn ofcivilization and 2003there were fiveexabytes (an exabyte =
1 quintillion bytes) ofdata collected.
(Don Tapscott, Design Your Mind)
Today 5 exabytes ofdata gets collectedevery two days.
Soon it will be fiveexabytes every fewminutes.
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Surviving The Future
Currently there are 320
million Chinese honor
students and 280
million Indian honorstudents many of who
will be competing for
the same jobs our
college students want.
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Financial Incentive--Lifetime
High School Graduate1.4 million= 40,000 peryear
Bachelors Degree2.4 million= 70,000 peryear
Professional Degree4.2 million=120,000 peryear
What Teaching Actions does Brain
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What Teaching Actions does Brain
Research Affirm as Promoting Learning
3. The teaching that
engages the brain in
multimodal, multi-sensory, experiential
and diverse activities
promotes learning.
What Teaching Actions does Brain
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What Teaching Actions does Brain
Research Affirm as Promoting Learning
4. Time on task.
Learning something
new takes much longerthan most students
think. It requires a great
deal of practice.
What Teaching Actions
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What Teaching Actions
Promote Learning
5. When teachers
embed facts in a
meaningful context they
make the learning
process much easier
and enhance the
likelihood of recall in
the future.
What Teaching Actions does Brain
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What Teaching Actions does Brain
Research Affirm as Promoting Learning
6. The brain doesnt learn
in a linear structured
and predictable fashion.
The use of various
sensory channels at the
same time are best
especially for hard tolearn concepts
What Teaching Actions does Brain
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What Teaching Actions does Brain
Research Affirm Promote Learning
7. The human brainseeks and quicklydetects novelty.
Teacher who know thiscan design novelactivities that willenhance classroom
learning and long termrecall.
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Multisensory Learning
Our Senses Work Together
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Our Senses Work Together
to Enhance Learning
The traditional belief amongneuroscientists has beenthat our senses operatelargely as independentsystems.
However, mounting datasuggest interactionsbetween the senses are the
rule, rather than theexception.
Aaron Seitz Journal Current Biology, 2006
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Senses Create Multiple Pathways
The more senses
used in learning and
in practicing what
has been learnedthe more pathways
are available for
recall.
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Smell Enhances Recall
Proust Effect is the
unusual ability of smell
to enhance recall.
Best results when
smells are congruentwith the situation.Medina, 2008, Brain Rules, p.212
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Smells during sleep can enhance recall
Smells that you
associate with a
particular new learning
released during sleep,
make the memories for
that learning stronger.
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Vision Trumps All
Vision trumps all other senses
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Vision Trumps All
Text and oral
presentations are not
just less efficient than
pictures for retaining
information they are
way less efficient.
(Brain Rules p.234)
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Vision Trumps All
Oral information has arecall of about 10%after 72 hours.
Add a picture and therecall increases to 65%.
(Brain Rules, P.234)
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Reading as a Multisensory Activity
Reading is the slowest
way we enter
information into our
brains.
The reasons is it carries
a very heavy visual load.
It is often done as a
unisensory action.
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Reading as a Multisensory Activity
Solutions --Make readingmultisensory.
1. Get students to
annotate-the use oftouch( the pencil) andmovement( the hand)improves attention and
helps comprehension.
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Reading as a Multisensory Activity
2. Suggest students
read certain challenging
parts aloud while
continuing to
annotatenow there
are 3 senses involved.
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Reading as a Multisensory Activity
3. Keep a smell near
that can be associatedwith the reading to aid
recall.
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Patterns and Learning
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Patterns and Learning
The brain is a pattern
seeking device that
relates whole conceptsto one another and
looks for similarities,
differences, or
relationships betweenthem.(Ratey, 2002, pg.5)
Sociology
PsychologyAnthropology
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Patterns and Learning
The brain uses storedknowledge about thestructure of the worldand the probabilities of
one state or eventfollowing another togenerate a prediction ofwhat the current state
is likely to be, given theprevious one and thisbody of knowledge.
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Patterns and Learning
What the brainperceives is heavily
determined by what we
know(or think we
know) and what we
know is constantly
conditioned by what we
perceive ( or think weperceive).
b h ll
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Describe the Following Pictures
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Which of the following
slides is easier toremember and WHY?
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SLIDE ONE
4915802979
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Slide Two
(491) 580-2979
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Slide One
NRAFBINBCUSAMTV
l d
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Slide Two
NRA NBC FBI USA MTV
F ili P tt
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Familiar Patterns
Clustering is used to organize
related information into groups.
Information that is categorized
becomes easier to remember and
recall. In Teaching Reading
Topic
Main Ideas-concepts, issues
Significant Details
Important ExamplesLists
Names, Dates, Places
Terms, Definitions
C P tt f L i
http://psychology.about.com/od/cindex/g/clustering.htmhttp://psychology.about.com/od/cindex/g/clustering.htm -
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Common Patterns for Learning
Similarity and Difference
Cause and Effect
Comparison and Contrast
In students own words
Memory Formation Recall and
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Memory Formation ,Recall and
Forgetting
C i
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Cramming
The short-termadvantage of studypractice shows thatcramming can improveexam scores.
Carrier & Pashler, 1992; Roediger &Karpicke, 2006b; Thompson, Wenger,&Bartling, 1978; Wenger, Thompson, &Bartling, 1980; Wheeler, Ewers, &Buonanno, 2003
However, if the goal ofpractice is long-termretention of coursematerial, cramming
appears to be anirrational behavior.
C iti L d
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Cognitive Load
When our cognitive loadexceeds the capacity of
our working memory, our
intellectual abilities take a
hit.
Information zips in and
out of our minds so
quickly we cannot get a
good mental grip on it.
(Neuroscientist Torkel Klingberg)
C iti L d
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Cognitive Load
Cognitive load alsoincreases our distractedness
We have to remember what
it is we are to concentrateon ---
lose you hold on that andyou will find distraction
more distracting
(Neuroscientist Torkel Klingberg)
Cognitive Load
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Cognitive Load
Information overload isnot just a metaphor it is
a physical state when
learning is important
we need to turn the
information faucet
down to a trickle.
(Nicholas Carr, What the Internet is doing to
our Brains)
Cognitive Load
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Cognitive Load
The more we make ourstudents aware of how
fragile working memory
is, the better they will
be able to monitor and
manage their cognitive
load.
(Nicholas Carr, What the Internet is doing
to our Brains)
Helping Students to Remember what They
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p g y
Need to Know
Two Rules
1. Repetition over time(distributive practice)
2.Elaboration of material
Listen to the Music
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Listen to the Music
Do you know the lyrics tosongs that you did not try to
learn and do not want to
know the lyrics to?
YES
Practice over Time
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Practice over Time
Practice, Use ,Repetition, Review,
Reflection or other
meaningful ways we
engage with new
learning over time is a
major key to its recall.
Cumulative Exams
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Cumulative Exams
Cumulative examsrequire students to go
back and relearn and
recall important
information they need
to know.
It promotes practiceover time
Elaborations are the Key
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Elaborations are the Key
For better or worse, our
recollections are largely
at the mercy of our
elaborations
(Daniel Schacter author of the Seven
Sins of Memory)
Elaboration is a Major Key to Recall
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Elaboration is a Major Key to Recall
Step One. Accuracy
Step Two: Reflection
Step Three: Regular Review
Step Four: Mapping, Images, Charts
Step Five: Recoding
Keeping Memories
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Keeping Memories
The best way to minimize memory decay is to useelaborative rehearsal strategies
Visualizing
Singing
Writing
Semantic Mapping
Drawing Pictures Symbolizing
Mnemonics.
Why Students Forget
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Why Students Forget
Review helps to limit the 3 Sins ofMemory thatcommonly occur among students.
1. Blockinginformation stored but cant be
accessed (Schacter, 2001)
2. Misattribution attributing a memory to the
wrong situation or source (Zola, 2002)
3. Transience memory lost over time65% of a
lecture is lost in the first hour (Schacter, 2001)
Emotion and Memory
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Emotion and Memory
Emotional arousalorganizes and coordinatesbrain activity (Bloom, Beal &Kupfer 2003)
When the amygdaladetects emotions, itessentially boosts activity
in the areas of the brainthat form memories (S.Hamann , Emory University.)
New Technology
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New Technology
Serious Games
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Serious Games
A serious game is a gamedesigned for a primarypurpose other than pureentertainment.
The "serious" adjectiverefers to products used byindustries like defense,education, scientific
exploration, health care,emergency management,city planning, engineering,religion, and politics.
Virtual Textbooks
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The Future is Here--Almost
Click on any bar in thetimeline, and that barexpands to a list ofimages, which in turn arelinked to video about that
artist.
That's key, because, like agreat documentary, itmakes learning aboutwhat can be a fairlynarrow subject intosomething painless.
Art Textbook
Neuroscience and Technology
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Neuroscience and Technology
Neuroeducational.net
A website that is
devoted to howneuroscience is driving
the use of technology
especially serious
games
Cognitive EnhancementsHow Can
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We Get Smarter?
Greater cognitive capacitymeans--
1.More synapses
2.Higher levels of
neurogenesis especially inthe memory forminghippocampus
3. Increased production of
BDNF which stimulates theproduction of neurons andsynapses, (Neuroscientist Yaakov Stern ofColumbia University)
Cognitive Enhancements
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Cognitive Enhancements
Both neurogenesis andsynapse formation
boost learning,
memory, reasoning, and
creativity.
(Yaakov Stern of Columbia
University)
We can get smarter!
Meditation and Cognitive
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Enhancement
One form of cognitiveenhancement ismeditation.
Meditation can increasethe thickness of brainregions that controlattention and processsensory signals from the
outside world
(Neuroscientist Amishi Jha of theUniversity of Miami)
Caffeine + Sugar and Learning
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Caffeine + Sugar and Learning
The combination of caffeineand sugar enhancedattention, learning andmemory.
Improves cognitive performancein terms ofsustained attentionand working memory byincreasing the efficiency of theareas of the brain responsiblefor these two functions.
(Grabulosa, Adan, Falcn, and Bargall, 2010 reported in thejournal Human Psychopharmacology: Clinical and Experimental
Nicotine Promotes Cognitive
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Enhancement
Nicotine enhancesattentionthat key driverof neuroplasticity andcognitive performance inboth smokers andnonsmokers.
Nicotine has significant positiveeffects on fine motor skills, theaccuracy of short-term memory,some forms of attention, andworking memory, among other
basic cognitive skills.
(Martha Farah, University of Pennsylvania)
Scientists at the National Institute on
Drug Abuse reported in a 2010
analysis of 41 double-blind, placebo-
controlled studies.
Adderall is a Cognitive Enhancements
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Adderall is a Cognitive Enhancements
There are cognitive benefitsof stimulants like Adderall ,at least in some people forsome tasks.
Enhance the recall ofmemorized words as well asworking memory, whichplays a key role in fluidintelligence.(Martha Farah of the University of
Pennsylvania)
Adderall and Ritalin are Cognitive
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Enhancements
Adderall has strongereffects on the prefrontal
cortex and can
therefore improve
concentration and
minimize fatigue much
more so than caffeine.
Adderall and Ritalin have Side Effects
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Adderall and Ritalin have Side Effects
Adderall is not withouthealth risks.
Side effects includedifficulty sleeping,
seizures, high blood
pressure, loss of
appetite, depression,and many others.
Neuroplasticity
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Neuroplasticity
When the correct skill-building protocol is
used, educators can
make positive and
significant changes in
students brains in a
short time. (NeuroscientistsMichael Merzenich and Paula Tallal)
Treating Developmental Disorders
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Treating Developmental Disorders
"Showing that it'spossible to rewire a
brain's white matter has
important implications
for treating reading
disabilities and other
developmental
disorders, including
autism, Marcel Just, Director,Center for Cognitive Brain Imaging , Carnegie Mellon
Multitasking Slows Learning
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Multitasking Slows Learning
It is not possible tomultitask when it
comes to activities
that require thebrains attention.(Foerde Knowlton Poldrack, 2006)
Multi-tasking
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Multi tasking
Multi-tasking violateseverything we know abouthow memory works .
The imaging data indicatedthat the memory task andthe distraction stimuliengage different parts ofthe brain and that these
regions probably competewith each other.
(Foerde, K., Knowlton, Barbara J., andPoldrack, Russell A. 2006. )
Multitasking
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Multitasking
Our brain works hard to foolus into thinking it can domore than one thing at atime. It cant.
When trying to do twothings at once, the braintemporarily shuts down onetask while trying to do theother.
(3 Dux, P. E., Ivanoff, J., Asplund, C. LO., and Marois, R. 2007. )
Switching Tasks is not Multitasking
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Switching Tasks is not Multitasking
Psychiatrist StanKutcher an expert onadolescent mentalhealth says there is
emerging evidence thatsuggest newtechnologies may pushthe NET generations
brains pastconventional capacitylimitations.
Switching Tasks is not Multitasking
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Switching Tasks is not Multitasking
If as straight Astudent can do her
homework and five
other tasks she clearly
has developed better
active working memory
and better switching
abilities.
References
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References
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