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The New Science of Learning
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.
Albany State University
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Here is Our Challenge?
We as teachers cant make informed decisionsabout which teaching approaches or tools to use if
we dont first understand how our students learn.
To understand how our students learn we mustunderstand how their brains take in, process, and
retrieve information as well as the numerous factorsthat affect these processes.
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Key Questions
1. What newresponsibilities dostudents need to
accept to optimizetheir brains forlearning?
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Key Questions
2. What dostudents need
to learn andwhat can theylook up as
needed?
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Key Questions
3. What is the bestuse of our time inhelping studentsmaster thelearning outcomesof our courses?
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Key Question
4. What wouldmake us happythat our students
still knew andcould apply fromthe content and
skills of our coursea year later?
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An Different View of Learning
Guido Sarducci Five MinuteUniversity
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Educating for Life Long Learning
Cramming and forgetting will not cutit in todays world and in the futureour students are facing.
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Facing a New World
In 1973 28% of jobs inthe United Statesrequired a 4 year collegedegree.
In 2018 57-67 % ofjobs will require a 4 year
college degree.
(Georgetown University study 2013)
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Facing a New World
It is estimated thatbetween the dawn ofcivilization and 2003 therewere five exabytes (an
exabyte = 1 quintillionbytes) of data collected.
(Don Tapscott, Design Your Mind)
Today 5 exabytesof data gets
collected every twodays.
Soon it will be fiveexabytes every fewminutes.
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Facing a New World
Currently there are320 million Chinesehonor students and
280 million Indianhonor studentsmany of who willbe competing for
the same jobs ourcollege studentswant.
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Life Expectancy and Changes in Retirement Systems
Current life expectancyin USA is 78 years.
Medical breakthroughsmay allow many of ourstudents to live to be a100!
Retirement may come at
75-80 years of age.
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A Caution about Brain Research!
Brain systems relation to complex cognitionand behavior can only be explainedsatisfactorily by a comprehensive blend of
theories and facts related to all the levels oforganizationof the nervous system, frommolecules and cells to physical and socialenvironments.
(Antonio Damasio, Head of the
Department of Neurology at the
University of Iowa Medical Center)
Beware of
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The Human BrainForget that Right-Left Brain Myth
The human brainworks as a complex
design of integratedsystems not throughspecialized andcompeting right andleft brain functions.
(Tokuhama-Espinosa, Mind Brain
and Education Science, 2011
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20 years of fMRI Studies onCognition
"The best approach toanswering questions aboutcognition, "is a synergisticcombination of behavioral andneuroimaging methods, richly
complemented by the wide arrayof other methods in cognitiveneuroscience.
Mather, Cacioppo, andKanwisher,2013)
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The Future of Teaching and Learning ResearchMind, Brain and Education Degrees
Education Neuroscience PsychologyPedagogy Cognitive Neuroscience Development Psychology
Special Ed NeuroethicsNeuropsychology
Gifted Ed Neuropsychology
Developmental Neuroscience
Biology Chemistry Social ScienceBiopsychology Neurochemistry Sociology
Neurobiology Psychopharmacology Anthropology
Genetics Toxicology Philosophy
Math
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The Human Brain
The human brain weighsabout three (3) pounds
Contains 86 billion neurons
These neurons can make40 quadrillion connections
(Ratey, 2001, Goldberg, 2009)
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Neuroscience and Learning
We have accumulatedenough knowledge aboutthe mechanisms andmolecular underpinnings
of cognition at the synapticand circuit levels to saysomething about whichprocesses contribute (JamesBibb of the University of Texas SouthwesternMedical Center, 2011)
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We are Born to Learn
The brain was meant to explore andlearn
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The Definition of Learning
Learning is a
change in theneuron-patternsof the brain.
(Goldberg, 2009)
www.virtualgalen.com/.../ neurons-small.jpg
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Attention Drives the Changes
One of the strongest findings inneuroplasticity, the science of howthe brain changes its structure andfunction in response to input, is that
attention is almost magical in itsability to physically alter the brainand enlarge functional circuits.
(Merzenich and colleagues, UCSF, 2011)
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Keeping Students Attention
Neuroscientists have a saying: Emotiondrives attention and attention driveslearningthis makes Attention the
key to learning.
But the brains processing abilities in a
given moment are limited, and attentionis the way the brain allocates itsresources.
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Keeping Students Attention
It is very important to specifically direct the studenttoward the desired object of attention.
We know that some students are impaired in theirattentional abilities, but these can be improved throughactivities that require sustained attention.
The emotional engagement pathway is effective in
capturing and sustaining attention
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Mistaking an Attention Problem
Teachers often complain that students dont pay attention.
However , many of the activities we give students areactually activities involving working memory.
If students fail to comprehend lengthy directions orinstructions, it may not be they are not trying to pay attentionbut rather a working memory problem.
Shorter, clearer directions and instruction can help.
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Dendrite Growth
The picture showthe dendritic growththat has taken as
new learning isoccurring.
See the newcellular material!
(Cognitive Neuroscientist JanetZadina, 2010)
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Use it or Lose it
When newmaterial is notpracticed the new
dendrite tissue isreabsorbed by thebrain to conserveresources.
(Dr. Janet Zardina, 2010)
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Teachers Definition of Learning
Learning is the ability to use informationafter significant periods of disuse
andit is the ability to use the information tosolve problems that arise in a contextdifferent (if only slightly) from the context inwhich the information was originally taught.
(Robert Bjork, Memories and Metamemories, 1994)
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Basic Finding fromNeuroscience Research
It is the one who
does the work whodoes the learning( Doyle ,2008).
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Preparing to Learn
Findings from neuroscience overthe past decade has led to a newparadigm concerning improvingstudents learning.
The simple but important shift isour understanding is ---that if thebrain is prepared to learn greatersuccess can be expected.
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Preparation for Learning Means Students HaveAddressed these Five Areas
The brain needs tofunction effectively:
1.Oxygen
2. Hydration3.Food (glucose)
4. Exercise
5. Sleep
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Oxygen Use by the Brain
Although the brainrepresents only 2% ofthe body weight, itreceives 15% of thecardiac output and 20%of total body oxygenconsumption.
( Magistretti,Pellerin andMartin )
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Oxygen Use by the Brain
Every breath you take converts toenergy. Human cells use nutrientsfrom food and oxygen to createAdenosine Tri-Phosphate (ATP),the energy source that fuels cellfunction.
Too little oxygen = less energy.
( Magistretti,Pellerin andMartin )
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Oxygen Use by the Brain
Oxygen is essential forbrain function, and enhancedblood flow increases theamount of oxygentransported to the brain.
Physical activity is areliable way to increase bloodflow, and hence oxygen, tothe brain.(Eric Jensen, 2005)
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Hydration and the Brain
One of the mostfascinating aspects ofneurons is that they storewater in tiny balloon-like
structures called vacuoles.
Water is essential foroptimal brain health and
function
(Norman ,2012)
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Hydration and the Brain
Water is needed for thebrain's production of hormonesand neurotransmitters whichkey the brains communicationsystem.
Nerve transmission requiresone-half of all the brainsenergy.
(Allen, Advanced Learning and DevelopmentInstitute)
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Hydration and the Brain
When you lose toomuch water your
brain cells loseefficiency.
(Gowin2010)
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Why the Brain Needs Water
Dehydration canimpair short-term
memory function andthe recall of long-termmemory.
(Gowin, 2010)
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Hydration and the Brain
Even mild levels ofdehydration can
impact schoolperformance.
( Norman, 2012)
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Food and Learning
This blood sugar isobtained fromcarbohydrates: thestarches and sugars you
eat in the form of grainsand legumes, fruits andvegetables.
(The only animal foodscontaining a significantamount of carbohydratesare dairy products
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Food and Learning
Too much sugar or refinedcarbohydrates at one time,however, can actually depriveyour brain of glucose depletingits energy supply andcompromising your brain'spower to concentrate,remember, and learn.
(The Franklin Institute)
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Food and Learning
In the May 2001 issue ofNeurobiology of Learning andMemory, Gold, and McNayreported
"Glucose enhanceslearning andmemory not only inrats but also in
many populationsof humans.
For learners, thisresearch implies thatthe contents andtiming of meals mayneed to becoordinated to havethe most beneficialcognitive effects
that enhancelearning.
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Web MD Food Recommendations forHealth Brain Function
Blueberries
Avocadoes
Dark Chocolate
Nuts and seeds
Beans
Fresh brewed Tea Whole Grains
Wild Salmon
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Movement and Learning
Natural selectiondeveloped a humanbrain to solve
problems of survivalin outdoor, unstableenvironments whilein almost constant
motion.(Medina, 2008)
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Movement and Learning
Our brains wereshaped and sharpenedby movement
We continue to requireregular physical activityin order for our brains tofunction optimally.
(Raichlen and Polk, 2013)
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Movement and Learning
Most neuroscientists agree thatmovement and cognition are powerfullyconnected.
The research demonstrates thatmovement can be an effective cognitivestrategy to:
1. Strengthen learning
2. Improve memory and retrieval
3. Enhance motivation and morale
(Raichlen and Polk,2013)
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Movement and Learning
Recent studies haveshown-
regular exercise,even walking, leads tomore robust mentalabilities, beginning inchildhood and continuing
into old age.(Raichlen and Polk, 2013)
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Movement is Best for Learning
We need to rethinkour learning
environments toallow for a great dealmore movement.
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Exercise and Learning
Exercise is thesingle mostimportant thing a
person can do toimprove theirlearning.
(John Ratey, 2008, Spark,
The Revolutionary New Scienceof Exercise and the Brain)
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Exercise Stimulates Synaptic Growth
Exercise stimulates theproduction ofnew synapses,whose capacity and efficiencyunderlie 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 ofneurons.
(Ratey, 2008)Miracle Grow forthe 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 beimportant for long term memories(Ratey, 2008)
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Exercise, Stress and Learning
Students rarely knowthat toxic levels ofstress erode theconnections between
the billions of nervecells in the brain or thatchronic depressionshrinks certain areas ofthe brain.
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Exercise, Stress and Learning
Conversely exerciseunleashes a cascade ofneurochemicals and growthfactors that can reverse thisprocess, physically bolstering
the brain's infrastructure.
(Jesper Mogensen , Department of Psychology,University of Copenhagen.
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Exercise and Stress
"In fact, the brainresponds like muscles do,growing with use andwithering with inactivity.
Exercise causesneurons (dendrites) togrow and bloom, thus
enhancing brain functionat a fundamental level." Jesper Mogensen ,Department of
Psychology, University of Copenhagen
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Short Term Stress
Acute stressactivates selectiveCRH molecules(corticotropin)
releasing hormones,which disrupt theprocess by which the
brain collects andstores memories.(Baram,2010)
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How Sleep Affects Our Students Learning and Memory
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Memories are made during Sleep
Most sleepresearchers nowagree that sleep
plays an importantrole in the formationof long termmemories .
(Stickgold, 2005).
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Memories and Sleep
Final 2 hours of sleep from 6-8 hours arereally crucial for memories to be laiddown as stable residents in your brain.
During this time period in REM sleep yourbrain replays the memories from the dayover and over again so they becomestable in your memory
(Maas, 2011 Sleep for Success).
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Learning Readiness and Sleep
During sleep sleepspindles," which are burstsof brain waves, may be
networking between keyregions of the brain toclear a path to learning.
(Walker, 2010).
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Learning Readiness and Sleep
These electrical impulseshelp to shift memories fromthe brain's hippocampus --which has limited storagespace -- to the nearly limitless
prefrontal cortex's , thusfreeing up the hippocampus totake in fresh data (newlearning).
(Walker, 2010)Sleep is the key tohaving a brain that isready to learn
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Learning Readiness and Sleep
"A lot of that spindle-rich sleep is occurring thesecond half of the night,
so if you sleep six hoursor less, you areshortchanging yourselfand impeding your
learning"(Mander, 2011).
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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 goodthing to rehearse anyinformation you need toremember just prior togoing to bed.
(Payne, Tucker, Ellenbogen, Wamsley, 2012 )
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Sleep and Creativity
Sleep also seems toreorganize memories,extracting theemotional details andreconfiguring thememory to help usproduce new andcreative ideas.
(Wagner, U., Gais, S., Haider, H., Verleger,R., & Born, J. (2004).
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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 for importantmental task switch off.
(Chiara Corelli,2011 Nature)
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Awake but Off Line
This is likely tohave consequenceson mental
performance and welikely function lesswell the longer wevebeen awake.
(Chiara Corelli,2011, Nature)
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Less Sleep Equals Lower GPA
2012 study from theUniversity of ArkansasSleep and Learning Labconcluded that students
that consistently got lessthan the recommended7-8 hours of sleep eachnight had lower GPAs
than students with 7-8hours of sleep.
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No Eight Oclock Classes
The University ofArkansas study went
so far as torecommend thatcollege anduniversities consider
not offering 8 amclasses.
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Naps Help Learning
Humans are supposed to nap.Twenty to thirty minutes isideal.
(Dement, 2009)
A NASA study found pilots whonapped for 27 minutes in theafternoon improved their flyingperformance by 34% .
(Dinges, 2005).Dinges, D. (
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Rest after Learning Improves Recall
Neuroscientist Lila Davachi of NYU foundthat during rest periods following newlearning the areas of the brain used duringnew learning were just as active as theywere when they were learning the task
Dr Lila Davachi, NYU's Department of Psychology and Center for Neural Science.
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Significance of this Finding
The greater thecorrelation between restand learning the greaterthe chance of rememberingthe task in later tests.
Taking a (coffee) breakafter class can actually helpyou retain the information
you just learned." Dr Lila Davachi
What Teaching Actions does Brain Research Affirm as
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What Teaching Actions does Brain Research Affirm asPromoting Learning
What Teaching Actions does Brain Research Affirm as
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What Teaching Actions does Brain Research Affirm asPromoting Learning
1. When theinformation or
skill is made tohave personalrelevance.
What Teaching Actions does Brain Research Affirm as
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What Teaching Actions does Brain Research Affirm asPromoting Learning
2. Thatcontent shouldbe made torespond to thesurvival needsof the learner.
What Teaching Actions does Brain Research Affirm as
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What Teaching Actions does Brain Research Affirm asPromoting Learning
3. The teaching thatengages the brain in
multimodal, multi-sensory, experientialand diverse activitiespromotes learning.
What Teaching Actions does Brain Research Affirm as
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What Teaching Actions does Brain Research Affirm asPromoting Learning
4. Time on task.
Learningsomething new takesmuch longer thanmost students think.
It requires a greatdeal of practice.
What Teaching Actions
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What Teaching ActionsPromote Learning
5. When teachersembed facts in ameaningful contextthey make thelearning processmuch easier andenhance the
likelihood of recall inthe future.
What Teaching Actions does Brain Research Affirm as
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What Teaching Actions does Brain Research Affirm asPromoting Learning
6. The brain doesntlearn in a linearstructured andpredictable fashion.
The use of varioussensory channels at
the same time arebest especially forhard to learn concepts
What Teaching Actions does Brain
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What Teaching Actions does BrainResearch Affirm Promote Learning
7. The human brainseeks and quicklydetects novelty.
Teacher who knowthis can design novelactivities that will
enhance classroomlearning and longterm recall.
M lti L i
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Multisensory Learning
Our Senses Work Together
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Our Senses Work Togetherto Enhance Learning
The traditional belief amongneuroscientists has been that oursenses operate largely asindependent systems.
However, mounting datasuggest interactions between thesenses are the rule, rather thanthe exception.
Aaron Seitz Journal Current Biology, 2006
S C t M lti l P th
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Senses Create Multiple Pathways
The moresenses used inlearning and in
practicing whathas been learnedthe more
pathways areavailable forrecall.
S ll E h R ll
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Smell Enhances Recall
Proust Effect is theunusual ability ofsmell to enhancerecall.
Best results whensmells are congruent
with the situation.Medina, 2008, Brain Rules, p.212
Smells during sleep can enhance
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Smells during sleep can enhancerecall
Smells that youassociate with aparticular new learningreleased during sleep,
make the memories forthat learning stronger.
(Sobel , 2012)
Vi i T All
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Vision Trumps All
Vision trumps all other senses
Vision Trumps All
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Vision Trumps All
Text and oralpresentations are not
just less efficientthan pictures forretaining informationthey are way lessefficient.
(Brain Rules p.234)
Vision Trumps All
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Vision Trumps All
Oral information has arecall of about 10% after72 hours.
Add a picture and therecall increases to 65%.
(Brain Rules, P.234)
Reading as a Multisensory Activity
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Reading as a Multisensory Activity
Reading is the slowestway we enter informationinto our brains.
The reasons is it
carries a very heavyvisual load.
(Dehaene, 2009)
It is often done as aunisensory action.
Reading as a Multisensory Activity
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Reading as a Multisensory Activity
Solutions --Makereading multisensory.
1. Get students toannotate-the use oftouch( the pencil) andmovement( the hand)improves attention and
helps comprehension.
Reading as a Multisensory Activity
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Reading as a Multisensory Activity
2. Suggeststudents read certainchallenging partsaloud whilecontinuing toannotatenow thereare 3 senses
involved.
Reading as a Multisensory Activity
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Reading as a Multisensory Activity
3. Keep a smell
near that can beassociated with thereading to aid recall.
Questions
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Questions
How can you use amore multisensoryapproach in yourteaching?
What are youcurrently doing thatothers could do to usea more multisensoryapproach?
Patterns and Learning
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Patterns and Learning
Patterns and Learning
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Patterns and Learning
The brain is apattern seeking device
that relates wholeconcepts to oneanother and looks forsimilarities, differences,
or relationshipsbetween them.(Ratey, 2002,pg.5)
Patterns and Learning
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Patterns and Learning
Learning ispleasurable to the
brain; the activity ofdetecting patterns isalso pleasurable.
(Zadina, 2010)
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Which of the
following slides iseasier to remember
and WHY?
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SLIDE ONE
4915802979
Slide Two
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Slide Two
(491) 580-2979
Slide One
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Slide One
NRAFBINBCUSA
MTV
Slide Two
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Slide Two
NRA NBC FBI USA
MTV
Familiar Patterns
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Familiar Patterns
Clustering is used toorganize related informationinto groups. Informationthat is categorized becomes
easier to remember andrecall.
In Teaching Reading
TopicMain Ideas-concepts,issues
Significant DetailsImportant ExamplesListsNames, Dates, Places
Terms, Definitions
Using Patterns to Make
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Learning Easier.
Olives tomatoes bread carrotschicken lettuce cookies hamgrapes beef strawberries spinachpork plums mangos potatoesonions fish duck broccoli cheesecherries brownies turkey
Using Patterns to Make
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Learning Easier
AlphabeticalThis is a familiarpattern but it doesnt help verymuch.
Beef, bread, brownies carrots,cheese, cherries, etc.
A More Meaningful Pattern
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Lunch and Dinnercategorizing the food by familiar areas like lunchand dinner gives it more meaning and makes it much easier to recall.
Lunch a salad including lettuce, cheese, tomatoes, olives, carrots,spinach, broccoli, onions, turkey, ham with bread and cookies fordessert.
Dinner a fruit salad with plums, strawberries, mangos, grapes andcherries.
Choices of duck, chicken, beef, fish or pork with potatoes and a browniefor dessert.
Common Patterns for Learning
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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 Forgetting
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Memory Formation ,Recall and Forgetting
Cramming
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Cramming
The short-term advantageof study practice 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 course material,cramming appears to be an
irrational behavior.
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Cognitive Load
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Cognitive Load
Cognitive load alsoincreases our distractedness
We have to remember whatit is we are to concentrate on---
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 aphysical state whenlearning is important weneed to turn theinformation faucet downto a trickle.
(Nicholas Carr, What the Internet is doing to
our Brains)
Cognitive Load
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Cognitive Load
The more we makeour students aware ofhow fragile workingmemory is, the better
they will be able tomonitor and managetheir cognitive load.
(Nicholas Carr, What the Internet isdoing to our Brains)
Helping Students to Remember whatTh N d t K
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They Need to Know
Two Rules
1. Repetition over time(distributive practice)
2.Elaboration ofmaterial
Listen to the Music
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Listen to the Music
Do you know the lyricsto songs that you did nottry to learn and do notwant to know the lyricsto?
YES
Practice over Time
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Practice over Time
Practice, Use ,Repetition, Review,Reflection or othermeaningful ways weengage with newlearning over time isa major key to its
recall.
Cumulative Exams
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Cumulative Exams
Cumulative examsrequire students togo back and relearnand recall importantinformation theyneed to know.
It promotespractice over time
Elaborations are the Key
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Elaborations are the Key
For better orworse, ourrecollections arelargely at the mercyof our elaborations
(Daniel Schacter author ofthe Seven Sins of Memory)
Elaboration is a Major Key to Recall
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j y
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 of Memorythat commonly occur among students.
1. Blocking information stored but cant beaccessed (Schacter, 2001)
2. Misattribution attributing a memory to thewrong situation or source (Zola, 2002)
3. Transience memory lost over time 65% of alecture is lost in the first hour (Schacter, 2001)
Emotion and Memory
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y
Emotional arousal organizesand coordinates brain activity(Bloom, Beal & Kupfer 2003)
When the amygdala detectsemotions, it essentially boostsactivity in the areas of the brainthat form memories (S. Hamann , EmoryUniversity.)
Multitasking Slows Learning
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u as g S o s ea g
It is notpossible tomultitask when it
comes toactivities thatrequire the
brains attention.(Foerde Knowlton Poldrack, 2006)
Multi-tasking
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g
Multi-tasking violates everything weknow about how memory works .
The imaging data indicated that thememory task and the distraction
stimuli engage different parts of thebrain and that these regionsprobably compete with each other.
(Foerde, K., Knowlton, Barbara J., and Poldrack,Russell A. 2006. )
Multitasking
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g
Our brain works hard to foolus into thinking it can do morethan one thing at a time. Itcant.
When trying to do two thingsat once, the brain temporarilyshuts down one task whiletrying to do the other.
(3 Dux, P. E., Ivanoff, J., Asplund, C. LO., and Marois, R. 2007. )
New Technology
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gy
Serious Games
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A serious game is a gamedesigned for a primary purposeother than pure entertainment.
The "serious" adjective refers toproducts used by industries like
defense, education, scientificexploration, health care, emergencymanagement, city planning,engineering, religion, and politics.
Virtual TextbooksThe Future is Here Almost
http://en.wikipedia.org/wiki/Gamehttp://en.wikipedia.org/wiki/Game -
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The Future is Here--Almost
Click on any bar in the timeline,and that bar expands to a list ofimages, which in turn are linked tovideo about that artist.
That's key, because, like a greatdocumentary, it makes learningabout what can be a fairly narrowsubject into something painless.
Art Textbook
Neuroscience and Technology
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Neuroeducational.net
A website that isdevoted to howneuroscience isdriving the use of
technologyespecially seriousgames.
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Cognitive Enhancements
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g
Both neurogenesisand synapseformation boostlearning, memory,
reasoning, andcreativity.
(Yaakov Stern of ColumbiaUniversity)
We can get smarter!
Meditation and CognitiveEnhancement
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Enhancement
One form of cognitiveenhancement is meditation.
Meditation can increase thethickness of brain regions
that control attention andprocess sensory signals fromthe outside world
(Neuroscientist Amishi Jha of the University of
Miami)
.
Meditation and CognitiveEnhancement
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Enhancement
The training hasshown success inenhancing mental agilityand attention by
changing brain structureand function so thatbrain processes aremore efficient, thequality associated with
higher intelligence(Neuroscientist Amishi Jha of theUniversity of Miami)
Caffeine + Sugar and Learning
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The combination of caffeineand sugar enhanced attention,learning and memory.
Improves cognitive performance in
terms ofsustained attention andworking memory by increasing theefficiency of the areas of the brainresponsible for these two functions.
(Grabulosa, Adan, Falcn, and Bargall, 2010 reported in the journalHuman Psychopharmacology: Clinical and Experimental
Nicotine Promotes CognitiveEnhancement
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Enhancement
Nicotine enhances attentionthat key driver of neuroplasticityand cognitive performance inboth smokers and nonsmokers.
Nicotine has significant positive
effects on fine motor skills, theaccuracy of short-term memory, someforms of attention, and workingmemory, among other basic cognitiveskills.
(Martha Farah, University of Pennsylvania)
Scientists at the NationalInstitute on Drug Abusereported in a 2010 analysis of41 double-blind, placebo-
controlled studies.
Adderall is a CognitiveEnhancements
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Enhancements
There are cognitive benefits ofstimulants like Adderall , atleast in some people for sometasks.
Enhance the recall ofmemorized words as well asworking memory, which playsa key role in fluid intelligence. (Martha Farah of the University of Pennsylvania)
Adderall and Ritalin are CognitiveEnhancements
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Enhancements
Adderall hasstronger effects onthe prefrontal cortexand can therefore
improveconcentration andminimize fatiguemuch more so thancaffeine.
Adderall and Ritalin have SideEffects
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Effects
Adderall is notwithout health risks.
Side effects includedifficulty sleeping,seizures, high bloodpressure, loss of
appetite, depression,and many others.
Neuroplasticity
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When the correctskill-building protocolis used, educatorscan make positive
and significantchanges in studentsbrains in a shorttime. (Neuroscientists MichaelMerzenich and Paula Tallal)
Treating Developmental Disorders
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"Showing that it'spossible to rewire abrain's white matterhas important
implications fortreating readingdisabilities and otherdevelopmental
disorders, includingautism, Marcel Just, Director,Center for Cognitive Brain Imaging , Carnegie Mellon
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