The Art of Changing the Brain:
Enriching teaching by studying the biology of learning
James E. Zull
Stylus
Arlington VA
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JAMES E. ZULL
FROM BRAIN TO MIND
USING BRAIN RESEARCH TO GUIDE EDUCATIONAL CHANGE
STYLUS(AMAZON.COM)
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Human brain changes during learning
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Change is neuron branchingLeads to new contacts
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Synapse change-increases and decreases
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Learning by losing-efficiency
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Intelligence and cortex change
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WHAT MAKES CHANGE?
USE OR DISUSE
EMOTION
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The Art—part I
USE WIDESPREAD AREAS OF CORTEX
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The three functions of cerebral cortex
Sensing Integrating Action
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Two kinds of integration
• Back brain: integrate information and data to produce complete pictures and facts, and store memories of images, faces, stories, etc—Red dots in green trees = apple orchard
• Front brain: integrate back brain information (pictures, memories and facts) by holding them in short term memory in order to create ideas plans, hypotheticals, etc—Ladder under red dots in green trees = predict apple picking
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Flow of signaling in cortex
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Confirming the cycleThorpe, S.J. et al, Science, Toulouse,
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FOUR PILLARS OF LEARNING
• EXPERIENCE-GET INFORMATION
• REFLECT-MAKE MEANING
• CREATE-PREDICT
• ACT-TEST16
THE ART-PART II
ASK “HOW ARE MY STUDENTS FEELING?”
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SCREENING FOR THE NEGATIVE
after LeDoux, Emotional Brain
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AMYGDALA-CORTEX CROSSTALK
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The joy of learning is as indispensible in study as breathing is in running.
-- Simone Weil
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DOPAMINE PATHS-REWARD IN THE FRONT? (Nolte, J.)
REWARD IN MOVEMENT
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THE ART-PART III
USE EXISTING NEURONAL NETWORKS
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BUILDING ON PRIOR KNOWLEDGE (networks!!)
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NETWORKS COME FROM EXPERIENCE
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Knowledge is networksThe branching cell-reach for
connections
Network modelKurt Fischer (skills)
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WHAT IS THE ART?
1. Use all four major functions of brain2. Ask “how do my students feel?” Are things moving?3. Work from existing networks of neurons4. Balance all these
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• OPEN DISCUSSION
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We are back in the presurnames prodromarith period, of course, just when
enos chalked halltraps
MEMORY OF SEQUENCE-NOVICE
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Language links
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Teaching appsGaelle’s story “I never thought that learning is physical. It made all the difference when I realized this. I began to work on school learning the same way I would on any physical skill. I put in more effort, and I was more aware of my effort, just like I did when I was learning a new sport. And, previously I struggled to get a B average, and now I am getting A’s.”
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Ten reading challenges +11. Concept of a symbol
2. Emotional content
3. Success
4. Like learning to speak-random process
5. Focus on natural interests—e.g. names
6. Lots of repetition
7. Is there really a rush?
8. Use image—”spear” (what do you see? )
9. Discovery– “Ginger”
10. Don’t stress mistakes—”errorless learning”
11. Gesture, sign language36
Theoretical process for naming and writinglanguage symbol (tree)
Theoretical pyramid for development of the mind
FEOM BRAIN TO MIND-THE JOURNEY
The great transformation (random, mimicry)
Discovery and joy
Integration
Images and other patterns
Basics—symbolic systems
Forming memories
Using memories
Getting educated- purpose and practice
The connecting thread-making a whole mind 39
Education (short list)Multiple areas of cortex Movement (journeys)
Image first and always Learning is physical
Active testing is central Memory for novice
Construction is personal Depth and intelligence
Efficiency and intelligence Learning by losing
Complexity or efficiency? Working memory gate
Timing curriculum Subtleties of emotion
Don’t repeat errors Anticipation
Scanning for danger A bunch more……40
SOME REASONS CYCLE WORKS
Four times (at least) the chance of remembering
Its metacognitive
Produces episodic memory
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METACOGNITION
Awareness of each element
Importance of last step
Awareness of process42
BECOMES A STORY
(EPISODIC MEMORY)
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Learning (and forgetting) change the brainDraginski et al, Nature, Regensburg
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Teacher as travel guide—an unexpected discovery
“Travel and change of place impart new vigor to the mind.” Seneca the younger
Learning as travel– journey from brain to mind
The “travel centers” in the brain—mental travel as a teaching strategy
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NETWORKS COME FROM EXPERIENCE
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The prepared brain
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WORKING MEMORY AS GATEKEEPER
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Confirming the cycleThorpe, S.J. et al, Science, Toulouse,
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Knowledge as networks
Learning cycle and reading
Sensory—hear words, see words
Make meaning-recognize sounds, writing
Ideas—sounds like, looks like, maybe it is
Testing—speak idea, write idea
Perceive testing outcome (sensory again)
Make new meaning if necessary
Make new theory to fit new meaning
Try theory----------etc.51
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