a new paradigm for student learning 2016 student presentation

7/25/2019 A New Paradigm for Student Learning 2016 Student Presentation

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A New Paradigm forStudent Learning

Developed by Professor Terry Doyle

Ferris State University

www.learnercenteredteacing.wordpress.com

doylet!ferris.edu
http://www.learnercenteredteaching.wordpress.com/http://www.learnercenteredteaching.wordpress.com/


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A New Paradigm for Student Lea

Slides from te presentation are available a

www.learnercenteredteacing.wordpress.com


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Te "uman #rain $yts and $ista%


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Forget tat &igt'Left #rain Stu(

Te uman brain wor%s asa comple) design ofintegrated systems nottroug speciali*ed and

competing rigt and leftbrain functions.

+To%uama',spinosa- $ind #rain and ,ducation Science- /00


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1e only use 0/ 2 of our #rain

#rain scans ave sown tatno matter wat one is doing-brains are always active.

Some areas are more activeat any one time tan oters-but barring brain damage-tere is no part of te braintat is absolutely notfunctioning.


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No Science #eind Learning Sty

there is no adequateevidence base to justifyincorporating learningstyles assessments intogeneral educational

practice

+Pasler et al- //340/56


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,volution and Learning

1e are all visual andauditory learners7evolution made certain ofit.

+8oswami- //96


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Te #rain can:t $ultitas% wen ;omes to Learning


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$ultitas%ing and ;lassroomLearning


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Studies on $ultitas%ing

$ultitas%ing decreases mental resources

needed for new learning and study+ Newman 6

Te amount of brain activation in teareas needed for new learning is mucless ten wen a single tas% is beinglearned.

+=ust- ;arpenter


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$ultitas%ing recruits brainregions for abit ma%ing notfor iger learning.

+Foerde-


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"eavy multitas%ing sortensattention spans.

+pir- Nass and 1agner- //36

;urrently people under te age ofB/ can only sustain teir attentionfor C seconds on average.

+ $icrosoft ;orp study-/056


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Te "uman #rain

Te uman brain weigsabout tree +B6 pounds

;ontains C9 billion neurons

Tese neurons can ma%e/ Euadrillion connections

+&atey- //0- 8oldberg- //36


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1e are #orn to Learn

Te brain was meant to e)plore and learn


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Te Denition of Learning

Learning is a cange inte neuron'patterns ofte brain.

+8oldberg- //36

www.virtualgalen.comG...G neurons'small.@pg


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Te New Paradigm for StudentLearning

0. Students need to prepareteir brains for learningeac day.

. Students need to followte new brain researc forow to ta%e in- process andretrieve information.


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Preparing to Learn

Te simple but importantsift in our understandingis '''tat if te brain isprepared to learn greatersuccess occurs.


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A &eality ;ec%

You do not have theluxury in college to onlypay attention to whatinterest you.

Tis statement is soimportant tat it may bete di(erence between youearning academic successor failing out of college.


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Preparation for Learning $eans Students"ave Addressed tese Five Areas

Te brain needs tofunction e(ectively4

0. "ydration

. Diet +glucose6

B. ,)ercise. Sleep


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"ydration and te #rain

ne of te most fascinatingaspects of neurons is tattey store water in tinyballoon'li%e structures calledvacuoles.

1ater is essential for optimalbrain ealt and function

+Norman -/06


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1ater is needed for te brainIsproduction of te ormones andneurotransmitters wic %ey tebrain:s communication system.

Nerve transmission reEuires one'

alf of all te brain:s energy.

+Allen- Advanced Learning and Development Jnstitute6


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1en you lose too mucwater your brain cells loseeKciency.

+8owin/0/6


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1y te #rain Needs 1ater

Deydration can impairsort'term memoryfunction and te recall oflong'term memory.

+8owin- /0/6


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,ven mild levels ofdeydration can impactscool performance.

+ Norman- /06


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Symptoms of Deydration

0. Tirsty

. Dry mout

B. 1ea%ness

. Di**iness

5. "eart pounding

9. Fainting

>. Less or dar% yellow urine

C. No tears

3. $uscle cramps

0/. Tired


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,asy Solutions

0.Understand you lose lbs ofwater wile you sleep so youneed to ydrate wen youwa%e up.

. 1ater is best7drin%

trougout te day.

B. Soda- iced tea- co(ee or oterdrin%s li%e 8atorade are ndbest.


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Too $uc 1ater is Dangerous

1e don:t need to drin% Cglasses of water a day.

Drin% wen tirsty.

Too muc water puts addedpressure on your eart andblood vessels and on your%idneys.

+Dr. #en


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Diet and Learning

Neurons are living cellswit a metabolism- andtey need glucose in orderto function.M

8lucose is te fuel of tebrain @ust li%e gasoline iste fuel of your car.

+ Levitin-/06


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Diet and Learning

So by te end of teday- if weIve spent toomuc time on tas%s tatarenIt critical- wee)perience mentalfatigue- and we donIt ave te

energy left to do tetings tat really matter.

+Levitin-/06
http://www.nytimes.com/2011/08/21/magazine/do-you-suffer-from-decision-fatigue.html?_r=1&smid=tw-nytimes&seid=autohttp://www.nytimes.com/2011/08/21/magazine/do-you-suffer-from-decision-fatigue.html?_r=1&smid=tw-nytimes&seid=autohttp://www.nytimes.com/2011/08/21/magazine/do-you-suffer-from-decision-fatigue.html?_r=1&smid=tw-nytimes&seid=auto


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Te #rains ,nergy Source

#ecause neurons cannotstore glucose- tey dependon te bloodstream todeliver a constant supply of

tis precious fuel.

+Te Fran%lin Jnstitute6


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Diet and Learning

Tis supply in te form ofblood sugar is obtained froma balanced diet and regularfood consumptiontrougout te day.

+Te Fran%lin Jnstitute6


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Diet and Learning

Too muc sugar or renedcarboydrates at one time-owever- can actuallydeprive your brain ofglucoseOdepleting its

energy supply andcompromising your brainIspower to concentrate-remember- and learn.+Te Fran%lin Jnstitute6


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Diet and Learning

For learners- tis researcon diet implies tat tecontents and timing ofmeals may need to be

coordinated to ave temost benecial cognitivee(ects tat enancelearning.

b d d i


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1eb $D Food &ecommendations"ealty #rain Function #lueberries

Avocadoes

Dar% ;ocolate

Nuts and seeds

#eans

Fres brewed Tea

1ole 8rains

1ild Salmon


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,)ercise- Learning and $emory


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$ovement and Learning

Natural selectiondeveloped a uman brainto solve problems ofsurvival in outdoor-unstable environmentswile in almost constantmotion.

+$edina- //C6


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$ovement and Learning

ur brains were saped andsarpened by movement.

1e continue to reEuireregular pysical activity in

order for our brains tofunction optimally.

+&aiclen and Pol%- /0B6


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,)ercise and Learning

,)ercise is te single mostimportant ting a personcan do to improve teirlearning.

+=on &atey- //C- Spar%- Te&evolutionary New Science of ,)erciseand te #rain6


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e)ercise as a direct impact on te brain.Tat:s because e)ercise wor%s directly onbrain tissue- improving te connectionsbetween nerve cells- creating newsynapses- growing new neurons and blood

vessels- and improving cell energyeKciency.M

8ordon ons "o %ins $edical Jnstitutions

,)ercise Stimulates New


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,)ercise Stimulates New;ell Production

1en we e)ercise- newbrain cells are born in teippocampus' te brainIsgateway to new memories.

Postal- /0


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"ig fat diets ave beensown to bloc% new braincell growt.

,)ercise Jncreases Attention


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,)ercise Jncreases Attentionand ;oncentration ,)ercise directly

stimulates tedorsolateral prefronalcortices' te brain regionsresponsible for 4

focus-

concentration-

organi*ation-

planning.

,)ercise #oost te #rain:s


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,)ercise #oost te #rain sAbility to Learn

,)ercise increases production of neurotransmitters tat elp4

0. $otivation. Patience

B. $ood +more optimistic6

+&atey- //C6

,nergy


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,)ercise can ,nance Learning

Studies also sow tat following e)ercise- problem solving-memory- and attention improve.

Postal- /0

,)ercise Jncreases Production of #D


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,)ercise Jncreases Production of #D

#DNF+#rain'derived neurotropic factor 6

,nances te wiring ofneurons.

+&atey- //C6

$iracle 8ro forte #rain

,)ercise Jncreases Production of


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,)ercise Jncreases Production of#DNF #DNF +brain derived

neurotropic factor6 leadsdirectly to brain cellsbinding to one anoter.

Synapses- or connectionsbetween cells becomemore dense.

Postal- /0


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,)ercise Produces #DNF

Jmproves brain

ealt

Js a stress inoculator

$a%es te brain cellsmore resilient

+&atey- //C6


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#DNF and ,)ercise

Jn particular #DNF seems to be important for lomemoriesM +&atey- //C6


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;ognitive #enets in a Pill

&esearcers from te Dana'Farber ;ancer Jnstitute a

"arvard $edical Scool +"$S6 ave also discovered may be possible to capture tese benets in a pill.

Te same protein tat stimulates brain growt via ecould potentially be bottled and given to patients

e)periencing cognitive decline- including tose in tebeginning stages of Al*eimer:s and Par%inson:s.

+#ruce Spiegelman of Dana'Farber and "$S and $icael ,. 8reenbercair of neurobiology at "$S.6

i d i


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,)ercise- Stress and Learning

,)ercise elps reduce te

a(ects of stress on te brain. ,)ercise unleases a

cascade of neurocemicalsand growt factors tat canreverse damage done bystress- pysically bolsteringte brainIs infrastructure.

+=esper $ogensen - Department of Psycology-University of ;openagen.

S T S


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Sort Term Stress

Acute stress activates

selective ;&" molecules+corticotropin6 releasingormones- wic disruptte process by wic tebrain collects and stores

memories. +#aram-/0/6


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"ow Sleep ,(ects Learning and$emory


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GOOD SLEEP HYGIEE!$emory

Sl $ d L i


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Sleep- $emory and Learning

5/ to >/ million adults in

te United States aloneave a sleep orwa%efulness disorder-according to te ;entersfor Disease ;ontrol and

Prevention.

"ow $uc Sleep do ;ollege
http://io9.com/why-is-it-so-impossible-to-get-out-of-bed-in-the-mornin-1348209324http://io9.com/the-science-of-insomnia-506798525http://io9.com/the-science-of-insomnia-506798525http://io9.com/why-is-it-so-impossible-to-get-out-of-bed-in-the-mornin-1348209324


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"ow $uc Sleep do ;ollegeStudents Need

Adults need between >and 3 ours of sleep pernigt and teenagers needat least 3 ours of sleep anigt.

Sl D i ti


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Sleep Deprivation

Sleep Deprivation results in4

Poor attention

Jrritability

DiKculty wit memory

Jncreased ris% ta%ing andimpulsivity

Slowed reaction time

$emories are $ade During Slee


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$emories are $ade During Slee

$ost sleep researcersnow agree tat sleepplays an important role inte formation of long termmemories .

+Stic%gold- //56.

Learning &eadiness and Sleep


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Learning &eadiness and SleepDuring sleep electrical impulseselp to sift memories from te

brainIs ippocampus '' wicas limited storagespace '' tote nearly limitless prefrontalcorte)Is.

Tis frees up te ippocampusto ta%e in fres data +newlearning6 te ne)t day.

+1al%er- /0/6

Sleep is te %ey toaving a brain taready to learn

http://www.sciencedaily.com/releases/2011/03/110308124748.htmhttp://www.sciencedaily.com/releases/2011/03/110308124748.htm


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A lot of tat spindle'ricsleep is occurring te secondalf of te nigt- so if yousleep si) ours or less-youare sortcanging yourself

and impeding your learning

+$ander- /006.

&eearsal of Learning before Sle


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A /0 study out of teUniversity of Notre Dameconrms tat sleeping directlyafter learning someting newis benecial for memory.

+Payne- Tuc%er- ,llenbogen- 1amsley- /0 6



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it would be a good tingto reearse anyinformation you need toremember @ust prior togoing to bed.

+Payne- Tuc%er- ,llenbogen- 1amsley- /0 6

Sleep ;reativity and Problem So


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Sleep- ;reativity and Problem So

Sleep also seems to

reorgani*e memories-e)tracting te emotionaldetails and reconguringte memory to elp usproduce new and creative

ideas.

+1agner- U.- 8ais- S.- "aider- ".- Qerleger- &.- R#orn- =. +//6.

Awa%e but ( Line


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Awa%e but ( Line

New ndings suggest tat wente brain is sleep deprived eventoug te person is fully awa%ete neurons used for importantmental tas% switc o(.

+;iara ;orelli-/00 Nature6

Awa%e but ( Line


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Awa%e but ( Line

Tis is li%ely to ave

conseEuences on mentalperformance and we li%elyfunction less well telonger we:ve been awa%e.

+;iara ;orelli-/00- Nature6

Less Sleep ,Euals Lower 8PA


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Less Sleep ,Euals Lower 8PA

/0 study from te University

of Ar%ansas Sleep andLearning Lab concluded tatstudents tat consistently gotless tan te recommended >'C ours of sleep eac nigtad almost one full grade

lower 8PA:s +./ vs. B./6 tanstudents wit >'C ours ofsleep.

No ,igt :cloc% ;lasses


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No ,igt cloc% ;lasses

Te University of Ar%ansasstudy went so far as torecommend tat collegesand universities considernot o(ering C am classes.

;an we ban% sleep


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;an we ban% sleep

#an% sleep7not really

#ut wen sleep deprivedyou can catc up witrecovery sleep.

1en you %now you willave to be sleep deprivedit is valuable to sleep wellte day before.

Nigttime Ligt and Sleep


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Nigttime ligt e)posure

especially to te blue ligtof TQ- computers-cellpones and iPadssuppresses melatonin Oteormone tat controls our

wa%e and sleep cycles



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ne our of normal room

ligting + 0/// lu)6 is enougto suppress melatonin.

+8ooley- ;amberlain- and Loc%ley in =ournal of ;linical,ndocrinology and $etabolism

Study &esults


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Study &esults

;ompared wit dim ligt-

e)posure to room ligtbefore bedtime suppressedmelatonin- resulting in alater melatonin onset in33./2 of individuals andsortening melatonin

duration by about 3/ min.

+8ooley- ;amberlain- and Loc%ley in =ournal of ;linical,ndocrinology and $etabolism

Possible Solutions


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Possible Solutions

1earing a pair of amber lensedgoogles.

Tese blue'bloc%ing lenses are iglye(ective in reducing te e(ects ofblue ligt e)posure.

1ood #0- &ea $S- Plitnic%#-Figueiro$8- /0B

Naps ;an Jmprove Learning& di
http://www.ncbi.nlm.nih.gov/pubmed?term=Wood%20B%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Rea%20MS%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Plitnick%20B%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Plitnick%20B%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Figueiro%20MG%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Figueiro%20MG%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Figueiro%20MG%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Figueiro%20MG%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Plitnick%20B%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Plitnick%20B%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Rea%20MS%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Wood%20B%5BAuthor%5D&cauthor=true&cauthor_uid=22850476


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&eadinessTe newest researc

suggest a nap of 3/minutes is ideal for truerefresment and improvedcognitive readiness forlearning.

L,#- /0

&est after Learning Jmproves &e


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&est after Learning Jmproves &e

Neuroscientist Lila Davaci

of NU found tat during restperiods following new

learning te areas of tebrain used during newlearning were @ust as activeas tey were wen tey were

learning te tas% O

Dr Lila Davaci- NUIs Department of Psycology and ;enterfor Neural Science.

Signicance of tis Finding


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Signicance of tis Finding

Te greater te correlation

between rest and learningte greater te cance ofremembering te tas% inlater tests.

Ta%ing a +co(ee6 brea%after class can actually elpyou retain te informationyou @ust learned. Dr Lila Davaci

Spaced Learning


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p g

Spaced learning studies

ave sown tat regulargaps between learningwic allow te mind timeto encode learning- aveelped primary scoolcildren read moree(ectively and aveimproved surgical s%ills ofmedical students.

Spaced Learning


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p g

#rain scans ave

suggested tatconnections betweenneurons increases ifstimulus is repeatedseveral times witintervals of inactivity.

Senses ;reate $ultiple PatwaysLearning and $emory


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Learning and $emory

Te more senses used

in learning te morepossible connectionsto prior %nowledge andte more patways are

available for recall.

ur $ost Powerful Sense forLearning is Qision


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Learning is Qision BB2 of te uman brain is

devoted to vision.

Qision is intricate to oursurvival.

Qision ma%es powerfulmemories.

1e Learn in Patterns


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Te brain is a pattern see%ing device tat relates woleconcepts to one anoter and loo%s for similarities-

di(erences- or relationsips between tem.M +&atey- //-pg.56


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1ic of te followingslides is easier toremember and 1"


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SLJD, N,

4915802979

Slide Two


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(491) 580-2979

;ommon Patterns for Learning


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Similarity andDi(erence

;ause and ,(ect

;omparison and;ontrast

Jn students: ownwords

,Kcient $emory Formation


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;ramming


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Te sort'term advantage

of study practice sowstat cramming canimprove e)am scores.

;arrier R Pasler- 033 &oediger R C1enger- Tompson- R #artling- 03C/1eeler- ,wers- R #uonanno- //B

"owever- if te practice is long'retention of cou

material- crammappears to be a

irrational beav

Te Tree &ules of $emory


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Tree &ules

0.&epetition over time+distributive practice6

.,laboration of material

B. 1anting to &emember

Jdeal Study Jntervals


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0/ to / 2 of retrieval

intervals7if studyingfacts.

Test in B wee%s 0 days.

Study every 'B days.

+;epeda ;oburn- &orer- 1i)ted- $o*er and Pasler//36

Listen to te $usic


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Do you %now te lyrics to

songs tat you did not try tolearn and do not want to %nowte lyrics to

,S

1y Students Forget


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"eview helps to li#it the $ %Sins& o' (e#or

co##only occur a#ong students). *loc+ing , in'or#ation stored -ut cant -

accessed /Schacter0 122)3

1. (isattri-ution , attri-uting a #e#ory to

wrong situation or source /4ola0 12213

$. 5ransience , #e#ory lost over ti#e , 678lecture is lost in the 9rst hour/Schacter0 122)3

&eferences


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"E:E"E;ES

ttp4GGwww.brainadvance.orgG Allen- ;orinne +1ater and #rain ealt-Anderson- L. 1.- R 2$=)).

#arrett- N. F. ;ognitive styles and strategies. Unpublised. &etrieved =anuary - /00 from ttp4GGbarrett'evaluations.comGWpdfsGcogstrategies.pdf#arton- =.- "eil%er- P.- R &ut%ows%- D. +//C6. Fostering e(ective classroom discussions. &etrieved February 0- /00 fromttp4GGwww.utoledo.eduGcentersGctlGteacingWresourcesGFosteringW,(ectiveW;lassroomWDiscussions.tml#ibb- =. A.- $ayford- $. &.- Tsien- =. ?.- R Alberini- ;. $. +/0/6. ;ognition enancement strategies.(he 3ournal of 4euroscience- 56 4ovember,76+56- 03C>'033. doi40/.05BG=N,Uirbili- $. +//96. $apping %nowledge4 ;oncept maps in early cildood education. -arly !hildhood 8esearch and #ractice- 9+6.#@or%- D. &. +0336. $emory and metamemory4 ;onsiderations in te training of uman beings. etacognition: ;no


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#lig- D. A. +///6. .hat/s the use of lectures>San Francisco- ;alifornia4 =ossey'#ass.

#loom- #. S.- R 6. ;ardiac reabilitation4 #rief report e(ects of sort'term e)ercise and e)ercise training on cognitive function among pat!ardiopulmonary 8ehabilitation #revention- E+96- B35'B33. doi40/.0/3>G/0.";&.////B//9C.//0/.e9.

;armicael- $. +//>6. Stronger- faster- smarter. 4e6- 0953O>B.doi40/.0/3BGbrainGawl/C. P$JD099>3.

;ooper- =.- R Associates. +033/6. !ooperative learning and college instruction" Long #eac- ;alifornia4 Jnstitute for Teacing and Learning- ;alifornia State University.

;ooperative Jnstitutional &esearc Program. +03356. 033 Nine year follow'up survey +of 03C5 fresmen6. ?igher -ducation 8esearch Institute at J!A. &etrieved ctober 0C- /0/ from [email protected]

;otm- ;.- ;arl- 1.- #erctold- N.- R ;ristie- L. A. +//>6 .;orrigendum4 ,)ercise builds brain

&eferences
http://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdfhttp://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdfhttp://www.aahe.org/welcome.htmhttp://www.aahe.org/welcome.htmhttp://www.ntlf.com/html/sf/jsbrown.pdfhttp://www.ntlf.com/html/sf/jsbrown.pdfhttp://www.cmu.edu/teaching/principles/learning.htmlhttp://www.cmu.edu/teaching/principles/learning.htmlhttp://www.cmu.edu/teaching/principles/learning.htmlhttp://www.sciencedirect.com/science/journal/0361476Xhttp://www.sciencedirect.com/science/journal/0361476Xhttp://en.wikipedia.org/wiki/Digital_object_identifierhttp://en.wikipedia.org/wiki/Digital_object_identifierhttp://en.wikipedia.org/wiki/Digital_object_identifierhttp://dx.doi.org/10.1093/brain/awl082http://en.wikipedia.org/wiki/PubMed_Identifierhttp://www.ncbi.nlm.nih.gov/pubmed/16672292http://www.ncbi.nlm.nih.gov/pubmed/16672292http://www.ncbi.nlm.nih.gov/pubmed/16672292http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T0V-4PRRH55-2&_user=1536291&_coverDate=10/31/2007&_rdoc=1&_fmt=high&_orig=browse&_origin=browse&_zone=rslt_list_item&_cdi=4872&_sort=d&_docanchor=&view=c&_ct=1&_refLink=Y&_acct=C000053314&_version=1&_urlVersion=0&_userid=1536291&md5=f46aac3f00b255e23292f4cd51ada797&searchtype=ahttp://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T0V-4PRRH55-2&_user=1536291&_coverDate=10/31/2007&_rdoc=1&_fmt=high&_orig=browse&_origin=browse&_zone=rslt_list_item&_cdi=4872&_sort=d&_docanchor=&view=c&_ct=1&_refLink=Y&_acct=C000053314&_version=1&_urlVersion=0&_userid=1536291&md5=f46aac3f00b255e23292f4cd51ada797&searchtype=ahttp://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T0V-4PRRH55-2&_user=1536291&_coverDate=10/31/2007&_rdoc=1&_fmt=high&_orig=browse&_origin=browse&_zone=rslt_list_item&_cdi=4872&_sort=d&_docanchor=&view=c&_ct=1&_refLink=Y&_acct=C000053314&_version=1&_urlVersion=0&_userid=1536291&md5=f46aac3f00b255e23292f4cd51ada797&searchtype=ahttp://www.ncbi.nlm.nih.gov/pubmed/16672292http://en.wikipedia.org/wiki/PubMed_Identifierhttp://dx.doi.org/10.1093/brain/awl082http://en.wikipedia.org/wiki/Digital_object_identifierhttp://www.sciencedirect.com/science/journal/0361476Xhttp://www.cmu.edu/teaching/principles/learning.htmlhttp://www.ntlf.com/html/sf/jsbrown.pdfhttp://www.aahe.org/welcome.htmhttp://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdf


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"E:E"E;ES

ttp4GGwww.brainadvance.orgG Allen- ;orinne +1ater and #rain ealt-Anderson- L. 1.- R 2$=)).

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Damasio- A. &. +0336. %escartes' error: -motion, reason, and the human brain . New or%- New or%4 8rossetGPutnam.

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Duclu%ovic- N. $.- R 1agner- A. D. +//96. Attending to remember and remembering to attend. 4euron, *H,>C'>C>.

Duncan- N. +//>6. Feed'forward4 Jmproving students: use of tutor comments.Assessment -valuation in ?igher -ducation- 7B6- >0'CB.

Du)- P. ,.- Jvano(- =.- Asplund- ;. L. .- R $arois- &. +//9@" Jsolation of a central b ottlenec% of information processing wit time'resolved f$&J"4euron,G+96- 00/3'00

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#lig- D. A. +///6. .hat/s the use of lectures>San Francisco- ;alifornia4 =ossey'#ass.#loom- #. S.- R "

;an- =. ;.- $cDermott-


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;risp- #. +//>6. Js it wort te e(ort "ow feedbac% inYuences students: subseEuent submission of assessable wor%.Assessment -valuation in ?igher -ducation, 7

;ull- 1. +///6. Untangling te benets of multiple study opportunities and repeated testing for cued recall.Applied !ognitive #sychology, 5*- 05'B5.

;ustomer Service Training. $cDonald:s developed by Bdsolve.com. &etrieved December 0- /0/ from ttp4GGwww.Bdsolve.comG

Scacter- D. +//06.(he seven sins of memory. #oston- $assacusetts4 "ougton $iZin.

Dale- ,. +03936. !one of experience, in educational media: (heory into practice . 1iman- &.Q. +ed6. ;olumbus- io4 ;arles $errill.

Damasio- A. &. +//06. Fundamental feelings. 4ature,*57,>C0. Damasio- A. &. +0336. %escartes' error: -motion, reason, and the human brain . New or%- New or%4 8rossetGPutnam.

Davaci- L.- R #ernard- P. S.- +//36.$ind te gap4 #inding e)periences across space and time in te uman ippocampus.4euron,C7+6- 9>'>9. doi40/.0/[email protected]

Davaci. L.- Tambini- A. R 6. About serious games. 3ournal of Applied -ducational (echnology, *+06. &etrieved =anuary 0>- /00 from ttp4GGwww.abrstresponse.co.u%GAybe

Donovan- $. S.- #ransford- =. D.- R Pellegrino- =. 1. +,ds.6. +03336. ?o< people learn: Bridging research and practice. 1asington- D;4 National Academy Press. Doyle- T. +//C6. ?elping students learn in a learner centered environment: A guide to teaching in higher education . Sterling- Qirginia4 Stylus.

Duclu%ovic- N. $.- R 1agner- A. D. +//96. Attending to remember and remembering to attend. 4euron, *H,>C'>C>.

Duncan- N. +//>6. Feed'forward4 Jmproving students: use of tutor comments.Assessment -valuation in ?igher -ducation- 7B6- >0'CB.

Du)- P. ,.- Jvano(- =.- Asplund- ;. L. .- R $arois- &. +//9@" Jsolation of a central b ottlenec% of information processing wit time'resolved f$&J"4euron,G+96- 00/3'00

Dwec%- ;. S. +//96. $indset4 Te new psycology of success. New or%- New or%4 &andom "ouse.

Dwec%- ;. S. +//>6. Jnterview in Stanford News. &etrieved $arc 00- /00 from ttp4GGnews.stanford.eduGnewsG//>Gfebruary>GvideosG0>3WYas.tml

Dwec%- ;. S. +//36. Vindset: #o


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,bbingaus- ". +030B6.A contribution to experimental psychology. New or%- New or%4 Teacer;olumbia University.

,dwards- =.- R Fraser- G

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Nort ;entral &egional ,ducation Laboratory. +/006. (raits of Authentic -ducation. &etrieved ctober 0- /0/ from www.ncrel.orgGsdrsGareasGissuesGcontentGcntareas

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Nova%-=. D.- R ;a]as-A. =.+//96. (he theory underlying concept maps and ho< to construct and use them. &etrieved Dec >- /0/ fromttp4GGcmap.imc.usGPublicationsG&esearcPapersGTeory;mapsGTeoryUnderlying;oncept$aps.tm

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UN; ;enter for Teacing and Learning. +0336. (he guided discussion: Fround rules for in1class small group discussion, for your considerationP )uggestionsteaching and learning- ;TL Number 0. &etrieved February 03- /00 from ttp4GGcfe.unc.eduGpdfsGF;0.pdf
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#a%er- ;. +//06. 0oundations of bilingual education and bilingualism. ;levedon _,ngland`4 $ultilingual $a

"organ- =. +//36. Te myt of mind control. %iscover #resents the Brain- 1illiam ;. "ostetter- N.


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Te analysis sowed tat te ris% of suicide among adults drin%ing ' cups oeEuivalent of about // mg of ca(eine6 a day was 5/2 less tan te ris% for dran% deca(einated co(ee or one cup or less of ca(einated co(ee. Drin%ing mcups of co(ee wasn:t associated wit lower suicide ris%.

Te neurocemistry beind te nding ma%es sense. As discussed in a previoca(eine acts as an e)pert mimic of a cemical called adenosinein te brain parts of te body. Adenosine is a sort of cec%s'and'balances cemical produneurons as tey re trougout te day te more adenosine is produced- tenervous system ratcets down activity- until we eventually fall asleep and reprocess.

#y mimic%ing adenosine- ca(eine bloc%s receptors in te nervous system frote signals to decrease energy e)penditure. 1en tat appens- levels of teomegrown neuro'stimulants7dopamine and glutamate7increase- and we ete brain stimulating e(ects associated wit drin%ing a big cup of @ava. Tosebe a potent counterbalance to depression for a segment of te co(ee'drin%in
http://www.forbes.com/sites/daviddisalvo/2012/07/26/what-caffeine-really-does-to-your-brain/http://en.wikipedia.org/wiki/Adenosinehttp://en.wikipedia.org/wiki/Adenosinehttp://www.forbes.com/sites/daviddisalvo/2012/07/26/what-caffeine-really-does-to-your-brain/


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Do you ever complain tat your students can:t tin% critSome recent researc indicates tat frontal lobes don:t f

develop until around ages 0C'5. =ust li%e oter brain proowever- e)perience is necessary to develop tis regionof e)pecting your students to @ust ave tis ability- elp develop it troug sca(olding and e)plicit instruction. Ain mind tat many of te activities we give students areactivities involving wor%ing memory +wat can be eld

for a sort period of time6. Jf students fail to compreendirections or long sentences or passages- it may not be or language compreension problem- but a wor%ing memproblem. Sorter sentences can be elpful.


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Ne)t is te Languagepatway. fcourse we are using it in our languageclassrooms Neuroscientists areconvinced tat te earlier a secondlanguage is learned in scool te better-and e)press concern tat te eld ofeducation as not canged signicantlyin response to tis information. 1e %nowtat becoming Yuent enoug in asecond language to perform academictas%s in tat language actually enances

one:s overall tin%ing- wit improvedcognition in classication s%ills- conceptformation- analogical reasoning- visual'spatial s%ills- and creativity +#a%er-//06.


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Te ,nd


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"ow muc sleep is enoug- varies from person to person. JtIs usually si) to eigt could range from ve to 0/ ours.

Te %ey is nding te rigt amount of sleep tat allows your brain to complete its

before rebooting for te ne)t day. Jf you get tired during te day- lose concentration or focus- even occasionally- eac

cances are youIre not getting enoug sleep.

U1'$adison sleep researcer Dr. ;iara ;irelli said.

;irelli as been called a roc% star of sleep. SeIs one of te leading sleep researceworld

&ead more4ttp4GGwww.wisn.comGnewsGsleep'is'more'about'resting'brain'tan'body'uw'researc9>BBCi)**uSB)n3CS

&ead more4ttp4GGwww.wisn.comGnewsGsleep'is'more'about'resting'brain'tan'body'uw'researc9>BBCi)**uSBal>l
http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384#ixzz2uS3xn98Shttp://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384#ixzz2uS3xn98Shttp://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384#ixzz2uS3al74lhttp://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384#ixzz2uS3al74lhttp://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384#ixzz2uS3al74lhttp://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384#ixzz2uS3al74lhttp://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384#ixzz2uS3xn98Shttp://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384#ixzz2uS3xn98S

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