Brain Research:History, Current Findings, and Implications

Brain Research:History, Current Findings, and Implications

Anthony Pachelli

Walden University

EDUC 6651

Teacher Leadership in the Classroom

Sherry Pattison

November 14, 2010

Anthony Pachelli

Walden University

EDUC 6651

Teacher Leadership in the Classroom

Sherry Pattison

November 14, 2010

IntroductionIntroduction

The brain and everything that is known about the brain has changed immensely over time. Research continues unveil new findings that can be useful for teachers to enhance their teaching and allow students to gain larger amounts of knowledge than ever before

The brain and everything that is known about the brain has changed immensely over time. Research continues unveil new findings that can be useful for teachers to enhance their teaching and allow students to gain larger amounts of knowledge than ever before

AgendaAgenda

This presentation will cover the following topics:•History of brain research•Current findings on brain research•How to implement research into the classroom•Types of memory•Next steps

This presentation will cover the following topics:•History of brain research•Current findings on brain research•How to implement research into the classroom•Types of memory•Next steps

Image from Microsoft Clip Art

Partner DiscussionPartner Discussion

• Find a partner in the room that teaches a different grade than you do and discuss what you know about how the brain learns and brain research

• Find a partner in the room that teaches a different grade than you do and discuss what you know about how the brain learns and brain research

Images from Microsoft Clip Art

History of Brain ResearchHistory of Brain Research

Initial

•Initially thought people learn by being involved in a process

Then

•Learning is a matter of condition•R

einforce good punish bad

Next

•Learning is an information process•S

tore information then output information

Later

• Learning is a social and cultural process

(Laureate Education Inc. 2008c)

Major ContributorMajor Contributor

• Howard Gardner developed the theory of multiple intelligences– “taught educators around

the globe to understand the actual connections that the brain has with learning. (Connell, 2009, p. 28)”

• Howard Gardner developed the theory of multiple intelligences– “taught educators around

the globe to understand the actual connections that the brain has with learning. (Connell, 2009, p. 28)”

Image from http://www.new-oceans.co.uk

Current research on the brainCurrent research on the brain

• Brain research can facilitate a shift from teaching to learning

• Four parts of the brain• The brain learns from experience• The brain seeks meaningful patterns• Emotions affect students learning• The brain does many things at once

• Brain research can facilitate a shift from teaching to learning

• Four parts of the brain• The brain learns from experience• The brain seeks meaningful patterns• Emotions affect students learning• The brain does many things at once

(Laureate Education Inc. 2008c), (Canie, 1990)

Teaching vs. LearningTeaching vs. Learning

TeachingTeaching

• Lecturing students• Rote memorization• Copying notes• Completing worksheets

• Lecturing students• Rote memorization• Copying notes• Completing worksheets

Encouraging LearningEncouraging Learning

• Creating meaningful experiences

• Discovering new knowledge• Guiding students through a

journey of the mind

• Creating meaningful experiences

• Discovering new knowledge• Guiding students through a

journey of the mind

Images from Microsoft Clip Art

Parts of the BrainParts of the BrainThe brain has four major lobes:• Occipital Lobe

– Vision

• Temporal Lobes– Hearing

• Frontal Lobes– Higher Order Thinking

• Parietal Lobe– Image Sensory data

• Motor Cortex (not major lobe)– Controls all Movement

The brain has four major lobes:• Occipital Lobe

– Vision

• Temporal Lobes– Hearing

• Frontal Lobes– Higher Order Thinking

• Parietal Lobe– Image Sensory data

• Motor Cortex (not major lobe)– Controls all Movement

(Laureate Education Inc. 2008c), Images from Microsoft Clip Art

Activity TimeActivity Time

• With a small group of people try to think of an activity or something you do regularly that only requires one lobe of the brain and then think of something that uses all four lobes.

• With a small group of people try to think of an activity or something you do regularly that only requires one lobe of the brain and then think of something that uses all four lobes.

Image from Microsoft Clip Art

Implications for TeachingImplications for Teaching

• The brain is good at remembering things it has experienced– Allow students to experience the content

• Create connections between different parts of the brain

• Use student’s prior knowledge• Relate content to students lives

• The brain is good at remembering things it has experienced– Allow students to experience the content

• Create connections between different parts of the brain

• Use student’s prior knowledge• Relate content to students lives

(Laureate Education Inc. 2008a)

Creating experiencesCreating experiencesIdeas for creating student

experiences include:• Engage in investigations• Use primary sources• Hands-on activities• Use technology for a creative

process• Use students emotions to

enhance lessons

Ideas for creating student experiences include:

• Engage in investigations• Use primary sources• Hands-on activities• Use technology for a creative

process• Use students emotions to

enhance lessons

(Laureate Education Inc. 2008a), (Leu, Leu, & Coiro, 2004, p. 32), Image from Microsoft Clip Art

Multiple types of MemoryMultiple types of Memory

• Spatial Memory– Builds relationships between facts, events and

experiences

• Taxon Memory– Remembering a fact or process

• Episodic memory– Remember events

• Spatial Memory– Builds relationships between facts, events and

experiences

• Taxon Memory– Remembering a fact or process

• Episodic memory– Remember events

Classroom application activityClassroom application activity• Individually write the importance of

developing multiple different forms of memory within daily lessons.

• Individually write the importance of developing multiple different forms of memory within daily lessons.

Spatial

EpisodicTaxon

Next StepsNext Steps

• To extend what you have learned from this presentation begin by thinking what you can begin doing now with your current unit of study that can enhance student understanding but using your new knowledge of the brain

• Consult additional sources for more information and stay constant on new findings

• To extend what you have learned from this presentation begin by thinking what you can begin doing now with your current unit of study that can enhance student understanding but using your new knowledge of the brain

• Consult additional sources for more information and stay constant on new findings

Images from Microsoft Clip Art

ConclusionConclusion

Developing lessons that incorporates brain research will not only help students learn more but it will help students to be more engaged, make student’s education more meaningful, create lifelong learners, and enhance the quality of education for all students. Start talking with your colleagues about what you can to do to use this information

Developing lessons that incorporates brain research will not only help students learn more but it will help students to be more engaged, make student’s education more meaningful, create lifelong learners, and enhance the quality of education for all students. Start talking with your colleagues about what you can to do to use this information

Images from Microsoft Clip Art

BibliographyBibliographyCanie, R. N. (1990). Understanding a brain-based approach to learning and

teaching. National Educational Service, 66-70. Retrieved from http://www.ebscohost.com

Connell, D. (2009, Fall). The global aspects of brain-based learning. Educational Horizons, 88(1), 28-39. Retrieved from http://www.ebscohost.com

Laureate Education, Inc., (Executive Producer). (2008a). Program four: Brain Research and Learning. [Motion Picture]. Teacher leadership in the classroom: Increasing learning and achievement. Baltimore: Author.

Laureate Education, Inc., (Executive Producer). (2008b). Program one: The Relationship between Teaching and Learning. [Motion Picture]. Teacher leadership in the classroom: Increasing learning and achievement. Baltimore: Author.

Canie, R. N. (1990). Understanding a brain-based approach to learning and teaching. National Educational Service, 66-70. Retrieved from http://www.ebscohost.com

Connell, D. (2009, Fall). The global aspects of brain-based learning. Educational Horizons, 88(1), 28-39. Retrieved from http://www.ebscohost.com

Laureate Education, Inc., (Executive Producer). (2008a). Program four: Brain Research and Learning. [Motion Picture]. Teacher leadership in the classroom: Increasing learning and achievement. Baltimore: Author.

Laureate Education, Inc., (Executive Producer). (2008b). Program one: The Relationship between Teaching and Learning. [Motion Picture]. Teacher leadership in the classroom: Increasing learning and achievement. Baltimore: Author.

BibliographyBibliography

Laureate Education, Inc., (Executive Producer). (2008c). Program three: Understanding the brain. [Motion Picture]. Teacher leadership in the classroom: Increasing learning and achievement. Baltimore: Author.

Leu, D. J., Leu, D. D., & Coiro, J. (2004). Teaching with the Internet K-12: New Literacies for New Times (4th ed.). Norwood, MA: Christopher-Gordon Publishers, Inc.

Laureate Education, Inc., (Executive Producer). (2008c). Program three: Understanding the brain. [Motion Picture]. Teacher leadership in the classroom: Increasing learning and achievement. Baltimore: Author.

Leu, D. J., Leu, D. D., & Coiro, J. (2004). Teaching with the Internet K-12: New Literacies for New Times (4th ed.). Norwood, MA: Christopher-Gordon Publishers, Inc.