southern adventist university august 26, 2008 w. eugene brewer, edd

Southern Adventist University

August 26, 2008

W. Eugene Brewer, EdD

The

and Learning

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License Plate ExerciseIn your group, create a

personalized license plate that embodies the essence of your

way of knowing.

Post your license plate on a paper chart to share with the

whole group.

Learning Type Characteristics

2

Teaching―The Art of Changing the

Brain

Without biology the learning cycle is theoretical. With

biology we see that the brain is actually

constructed this way. Teaching is the art of changing the brain.

―James Zull, The Art of Changing the Brain

Engage the Whole Brain

Focus on different regions of the

cerebral cortex, the part of the

brain most associated with

cognitive functions.

A useful, although greatly simplified, way to view the

cerebral cortex is to divide it into four major regions with different functions.

Back Cortex

Sensory and

Postsensory

Temporal

I ntegr

ative C

ortex

Frontal I ntegrative Cortex

Premotorand

Motor

Front Cortex

Four Major Regions of the Cerebral Cortex

sensory cortex (getting

information)

integrated cortex near the sensory cortex (making

meaning of information)

integrative cortex in the front

(creating new ideas from these meanings)

motor cortex (acting on those

ideas)

Sensory and

Postsensory

Temporal

Integrative Cortex

Frontal Integrative Cortex

Premotor and

Motor

Hemispheres Vs. Front/Back

Back Integrative Cortex

• Memory of stories• Memory of place• Understanding language• Flashbacks• Emotions related to experiences• Long-term memory (facts, people,

faces, experiences)

Front Integrative Cortex

• Choice• Decisions to act• Inhibition• Emotions

associated with action

• Responsibility• Mental energy• Consequences• Predicting• Creating

Back Integrative Cortex

Sensory input to the brain, input from the outside world, goes predominantly to the back half. This part of the cortex is heavily involved in long-term memory—the past. It is the part where connections are made between different past experiences. Much of what is there came from the outside world.

Front Integrative Cortex

The front integrative cortex is about the future. It is where we develop ideas and abstract hypotheses. New things appear, and plans are developed here. It is where we organize our thoughts into bigger pictures that seem to make sense. Things are weighed here; it is where we decide to do or not to do something. It is where we take charge.

The balanced use of front and back

cortex will produce better learning.

However, we tend toward pedagogical

approaches that stress one over the

other.

The traditional

didactic approach (delivering

information) tends to focus on back cortex

functions.

The discovery approach

(proposing and testing ideas) tends to focus on front cortex

functions.

Passive Students

Use predominantly the back half of their cortex. Very few of the

prefrontal functions show up in these students.

Example — Hamilton

(From the book: The Art Of Changing The Brain, by James E. Zull. Stylus Publishing, LLC. ISBN 1-57922-054-1)

“Experience Poor” Students

The scales are tipped heavily toward generation of ideas and actions, but

there is not enough experiential data to work with and no time spent

in reflection.

Example — Michelle (From the book: The Art Of Changing The Brain, by James E. Zull.

Stylus Publishing, LLC. ISBN 1-57922-054-1)

Both Michelle and Ham need more balanced development between the back and the front of their

cortex, between temporal cortex and prefrontal

cortex.

Back Cortex

Front Cortex

Some of the most obvious wiring in the brain is designed exactly for this

front/back connection.

Numbers two, three, and four directly connect temporal integrative cortex

with prefrontal cortex.

The signals travel in both directions. They allow the receiving brain to

communicate back and forth with the idea brain.

This bridge between front cortex and back cortex is where

transformation of the learner from a receiver to a producer of

knowledge takes place.

Our structure for learning should have a

well-proportioned foundation. There should be balance between receiving

knowledge and using knowledge. If this is achieved, then our

foundation can do more than just support. It can be an integrated

part of the larger structure.

—James E. Zull

Let the youth advance as fast and as far as they

can in the acquisition of knowledge.…And as they

learn, let them impart their knowledge. It is

thus that their minds will acquire discipline and

power. It is the use they make of knowledge that determines the value of

their education. To spend a long time in study, with no effort to impart what is

gained, often proves a hindrance rather than a

help to real development. —MH, 402

If teachers provide experiences and assignments that engage all four

areas of the cortex, they can expect deeper learning

than if they engage fewer regions.

—James E. Zull

Sensory and

Postsensory

Temporal

Integrative Cortex

Frontal Integrative Cortex

Premotor and Motor

Active Testing

Reflective Observation

Back CortexSensory and

Postsensory

Temporal

Integrative Cortex

Frontal Integrative Cortex

Premotor and Motor

Front Cortex

Reflective Observation

Concrete Experience

Abstract Hypotheses

Information Flow in Brain

Learning Cycle and Brain Cycle

Kolb Experiential Learning Cycle

Zull’s Four Major Regions of the

Cerebral Cortex

Sen

sory

an

dPo

stse

nsor

y

Tem

pora

l

Inte

grat

ive

Cort

ex

Fro

ntal

In

tegr

ativ

e Cor

tex

Prem

otor

and

Mot

or

Act

ive

Tes

ting

Refl

ecti

ve

Obse

rvat

ion

Bac

k Cor

tex

Sen

sory

an

dPo

stse

nsor

y

Tem

pora

l

Inte

grat

ive

Cort

ex

Fro

ntal

In

tegr

ativ

e Cor

tex

Prem

otor

and

Mot

or

Fro

nt C

orte

x

Refl

ecti

ve

Obse

rvat

ion

Con

cret

e Expe

rien

ceA

bst

ract

H

ypot

hese

s

Kolb Experiential Learning Cycle

4MAT Framework

Natural Cycle of Learning

The Kolb Experiential Learning Cycle is the basis for the 4MAT

Natural Cycle of Learning

4MAT Framework

Natural Cycle of Learning

Zull’s Four Major Regions of the

Cerebral Cortex

Sen

sory

an

dPo

stse

nsor

y

Tem

pora

l

Inte

grat

ive

Cort

ex

Fro

ntal

In

tegr

ativ

e Cor

tex

Prem

otor

and

Mot

or

Act

ive

Tes

ting

Refl

ecti

ve

Obse

rvat

ion

Bac

k Cor

tex

Sen

sory

an

dPo

stse

nsor

y

Tem

pora

l

Inte

grat

ive

Cort

ex

Fro

ntal

In

tegr

ativ

e Cor

tex

Prem

otor

and

Mot

or

Fro

nt C

orte

x

Refl

ecti

ve

Obse

rvat

ion

Con

cret

e Expe

rien

ceA

bst

ract

H

ypot

hese

s

The learning cycle is the

natural result of the structure of

the brain. 

—James E. Zull

4MAT, pure and simple,

is an organized

way to make sure you

engage all four areas of the cortex.

The Natural Cycle of Learning

Thinking is not enough. Being is also involved.

Being

ReflectingActing

Thinking

Being

ReflectingActing

Thinking

One Thinks about Being, and one is in Being when one is Thinking.

You get from Being toThinking by Reflecting.Reflecting is a trip to the inside. Being

ReflectingActing

Thinking

You get from Thinking back up to Being by Acting on what you’reThinking about.

Being

ReflectingActing

Thinking

Being

ReflectingActing

Thinking

Acting is a trip to the outside.

Humanness is both Being and Thinking.Both Reflecting and Acting.

So why do we think we only need to teach thinking?(and a narrow view of it at that.)

Without biology, the learning cycleis theoretical.

With biology, we see the brain is actually constructed this way.

James Zull, 2002

Being

ReflectingActing

Thinking

That’s it, put the four together and that’s how people learn.

ACTIVITY

1. Individually, answer the following two questions:

a. What are the key findings of the brain research?

b. What are the implications for educational practice?

2. Join with two other persons and consolidate your answers.

3. Join with another trio and again consolidate your answers.

4. When you have agreed upon the major findings and implications, write them on the chart paper. Select a spokesperson to clarify your list if necessary.